Improving the School Mathematics Grading System

In the school system, students largely focus on their teachers for the introductory part to the mathematics subject. This dependency has been put on the teachers for generations and care must be observed to safeguard the picture being passed on to the student. The students usually find it challenging to keep up with the increased workload. They are required to learn, practice, and be examined on the courses over the set learning curriculum. Most schools have realized that the amount of work involved is enormous and have tried to look into ways of improving the way scoring is done at their schools.

At my school, the situation is similar to other schools. However, there is a specific area of concern that needs development in order to advance the way scoring is carried out at the school. The school currently has a syllabus that has an open test scoring for a mathematics course. The same scoring style in the test is used for academically weak students with little improvement in test results. This trend has led to having pupils who end up being frustrated in the mathematics course (Qualifications and Curriculum Authority, 2009).

It has been noted that the teachers have little student knowledge. Research for weakness on mathematics is overlooked hence the poor outcome at the end tests. Attention to detail is normally overlooked by the teacher on an assumption that the method of scoring is appropriate. This misfortune has led students to be wary and feeling helpless in class (Kappan, 2005).

Curriculum plans need to be developed for pupils with learning difficulties in mathematics class. Improving the way scoring is done will ensure that every student benefits from the examination outcome irrespective of their learning capabilities. An elaborate plan should be drafted to aid the teachers when preparing and scoring mathematics tests in class. The education director in charge of the learning processes at the school is entitled to develop these strategies to assist the teachers. A grading system, as opposed to actual marks, would be more helpful (Qualifications and Curriculum Authority, 2009).

Theory accounts that include a strategy for each part of the mathematics syllabus that shows bearing among different areas of the syllabus at each vital phase should be developed. The director in charge of the school learning programs should develop policy papers that will govern a standardized method by which tests scores are awarded at the school. The staff can then be trained on the plan to guide them when scoring the student’s tests (Qualifications and Curriculum Authority, 2009).

The director makes these arrangements to have faculty meetings and ensure the teacher uses the resources available, manages and utilizes the teaching aids, and puts emphasis on vital tips when scoring. The use of tools such as charts to monitor class progress will aid in standardizing the scores. A method of continued planning that reflects how information and ability of students at important areas is managed should be adopted. The outcomes should be channeled to all members to ascertain that everybody is aware of the progress. The teacher ought to practice a well-coordinated use of progressive units and fixed units with the connection among subjects with mergers and variations. This should be done for all students transversely by the teacher. Specific plans to cater to desired results on work units should be developed by the lesson teacher. This will provide guidance for teaching actions and materials that also show appraisal and testimonies. The use of overhead projectors, computer software, and other gadgets to score the results should be implemented by the director. On a weekly basis, and intentional in-depth preparation of lessons and education in the classroom should be applied by the teachers (Kappan, 2005).

As the developer of the system, I will follow up on the progress done by the teachers and appraise the results on the teacher’s team. Evaluation will be used as a template for making improvements on areas that show stagnation in development. Honest feedback will be used that involves a teacher team system as opposed to evaluating individual teachers. An ongoing appraisal of learning will be carried out by the team using a feedback system to gauge progress. The team will be trusted to feel they own the process which will make them want to perform better. There must be an overall administration of curriculum units by the team with regular and timely visits to classrooms by the specified teacher on duty (Qualifications and Curriculum Authority, 2009).

The use of a system that reports on a case of multiple lessons for students will ensure information is varied. When collecting feedback from teachers, the team should use interviews to ensure primary data is received. An ongoing evaluation system ought to be used as this will allow for adjustments during the implementation. A verbal feedback mechanism will ensure that the data received is attached with emotions which help the implementers to fathom what the situation in the classrooms is. The monitoring system must be done in a way that seeks to find out if it is assisting the teachers and the needy students or not (Kappan, 2005).

Students in a class may appear to the teacher as all similar in their abilities but in essence, they are not. Most students end up coming out of the classroom with little or no understanding of the subject being taught. This is normal as everybody has different abilities when compared to one another. This can pass undetected by the teacher only to reflect in the final examination stage.

A system to continually monitor the learning of all students and especially the weak should be implemented. This arrangement ensures that all the students’ needs are addressed and it will show at the examination stage. My school should adopt the system to aid the weak students by ensuring a follow-up to their progress is made.


  1. Kappan, P.D. (2005) It’s Time to Rethink Teacher Supervision and Evaluation: Linking Supervision and Evaluation to High Student Achievement.
  2. Qualifications and Curriculum Authority. (2009). General guidelines: Planning the curriculum.
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