Are Math Grades Cyclical

This report examines the cyclical nature of grades over a six year period An autoregressive integrated moving average model (ARIMA) to examine the cyclical nature of grades. In general, grades are above average for the first grading cycle of each year. The analysis of the data indicates that the grades do exhibit a significant cyclical pattern. The study of grades is often overlooked in research because of the lack of reliability of the measure. In other words, the fact that grades vary so much between students, classrooms, and schools makes them a poor criterion to compare students, classrooms, and schools to their respective counterparts. There are a number of reasons for the differences (e.g., teacher expectations, school standards, etc.); however, the main reason is that grades are not standardized across students, schools, or geographic locations. Hence, standardized achievement tests are used for such comparisons. In spite of this, there are many reasons why the study of grades should be conducted. One is that, although achievement tests may provide more validity, grades are often the only feedback given to the individual and his parents; many students never see their individual achievement test scores, and even if they do, the grade reports are given more often throughout the school year, providing more regular feedback. This leads to another reason to investigate grades: to gain a better understanding of the grading process and, perhaps, to improve the validity and the reliability of grades. A better understanding of grades might improve the system that provides the most regular feedback to students. This study looked at grades in the aggregate over time. The intent was to treat grades only as dependent on time and not to infer dependence on any other variables. It was thought that an examination of grades over time might provide some insight into teachers' grading practices, the ways they change over time, and the ways they affect students. Student Grades The literature often refers to the topic of grades as classroom evaluation, marking systems, or student marks. Grades are used in classrooms for a number of reasons. They provide feedback to the on how he or she is doing. They inform the teacher of the students' comprehension of the material. They serve as a report of the students' progress to the parents. Community members often think of grades, along with standardized test scores, as a measure of how effective a school is. Orstein ( 1989) has summarized the nature of grading. He stated that grades may be based on exams, classwork, homework, other assignments, or any combination of these. Grading scales may be a fixed (or absolute) standard (e.g., 90-100 = A, 80-89 = B, 70-79 = C, etc.) or they may be a norm-referenced (or relative) standard (e.g., the upper 10% = A, 70-89% = B, 30-69% = C, etc.). Some teachers make a contract with students to do an agreed amount of work of an agreed quality for an agreed grade. Also, some grades are given for mastery of content while some are given for continuous progress (i.e., grades given for improvement even though the work may still be substandard). Finally, Orstein also reported that grades are often given for effort. We know what grades are, why they are used, and how they are used. Many would agree that they are necessary. However, there are some who would say grades are a necessary evil; a number of studies have reported problems with grades and grading systems. Potter (1986) listed many problems regarding grades from the students' point of view. According to Potter, students receive ambiguous and changing communication from the teacher. The variety of teachers and subjects taught brings a variety of different criteria for evaluation. Teachers often praise students more to build their self-esteem than for the worthiness of the student's performance. The different people involved in the student's life (peers, teachers, parents) often disagree on the importance of grades. …