#ILedchat Archive
#ILedchat is a great way for Illinois educators to share teaching strategies, educational resources, and more.
Monday August 29, 2016
10:00 PM EDT
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My tweets for the next hour will be dedicated to to chat about rethinking grading practices.
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The team (, , , , , , ) is glad you’re here!
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One hour of great PD ahead! Grading practices is the topic of the chat tonight! Bring it PLN!
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Remember to use for our chat this evening. We’ll also be posting an archive later tonight.
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Sitting in on the chat tonight!
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We’ll be using Q1, Q2...A1, A2...to track questions & responses.
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Please introduce yourself, your role working w/students, and where you’re tweeting from tonight.
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Awesome! Thanks for joining tonight!
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Welcome Matt, glad you could join us this evening.
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Hello Matt, elem lead learner excited to join in!
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Hi All. Dave Here. Elem Principal in Deerfield.
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Good evening Tim, elementary principal. I am hanging out at home in beautiful Oswego!
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Middle school Principal from Sterling, IL
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A1, Paul, math teacher, sitting on the couch in naperville writing in our class self reflection folders
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Hello ! Brianne, Special Education Teacher checking in. :)
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thanks for joining us tonight, Dave!
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Hello Everyone! I'm a T/C Tweeting from Libertyville, IL where I have 1 eye on the game & 1 eye on TweetDeck
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Tim, I too am an elementary principal at home in lovely Oswego!
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I am excited to be learning with this group from my couch while my wife watches
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Great to see you here Tim! Thanks for adding to the learning!
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Hello everyone! Justin Gonzalez, Third Grade Co-Teacher, Berwyn, 1:1 iPad Classroom, Creator of
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Lindsy here! 3-5 principal
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great to see you! awesome post today!
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Hey there Brianne! Great to see you!
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Kirk here from Chicago Northshore. I teach 6-8th grade double accelerated math in a flipped classroom.
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awesome. We just got home from curriculum night at OE. I am a principal in Batavia.
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Welcome to ! Glad you could join us!
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Thanks. I appreciate that!
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Hi Jill! How are you doing?
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Welcome! Glad you could join the learning!
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Jenah here! 3rd grade teacher from Illinois.
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Hey all! Jeff here, Middle School Principal and blogger.
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My oldest just started at OH this year; curriculum night tomorrow! I'm a principal in Wheaton.
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I'll make sure to let her know
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Welcome! Thanks for joining tonight!
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great. I was in my Ed.D program with Derrick Edwards. What school are you at?
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Great to see you Jeff. Hope the year has started strong!
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So great to see so many returning & new participants tonight! Time for some questions, !
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I turned it off with a 1-0 lead....I trust in them!
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Q1 What is the purpose of a grade?
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Bob Abrams HS AP in , tweeting from New Lenox. Part of the team
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I hear you. Waiting for the playoffs.
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You too, Bob - great start to the year - hoping the same for you!
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Welcome Jenah. How's the start to your school year been?
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great to see you, Matthew!
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I am continuing to hold my breath
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A1 A grade should be a method to represent the level of mastery or depth of understanding that a student has attained/achieved
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A1: To demonstrate what Ss know and help guide instruction based on those needs.
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A1) purpose is to communicate progress at this point and where to improve and where Ss are good
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A1 Grading should be providing students feedback about their progress towards mastering the learning targets.
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To show growth and mastery of a standard or skill
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A1 The purpose of a grade is to communicate feedback to Ss about progress towards mastery of learning objective(s).
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9-12 math and in what's good ?
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RT Q1- What is the purpose of a grade
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A1 a measurement of student attainment at a predetermined point of predetermined skills
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A1 A grade should NOT be a measure of how well a student can put a paper in a bin at a particular date and time.
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A1: The purpose is to assess student's understanding of the standards at a moment of time with the option of improvement.
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A1 to show growth and mastery of a standard and/or skill
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A1: Traditionally, to show the level of mastery of a subject, but I think we can do better.
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A2 an indication of content mastery and the pursuit of understanding
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This is one of my favorite interview questions to ask! https://t.co/4Ln0Xas82a
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RT Q1- What is the purpose of a grade
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A1-Grades should be used to tell S about learning progression at a specific time....should not be put in stone
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Important piece I missed in my 1st response: a predetermined set of skills! Hard to hit an unknown target https://t.co/cYoCR7id4p
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A1 a measurement of student attainment at a predetermined point of predetermined skills
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A1.2 I love how we all talk in "should's"
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A1 an indication of content mastery and the pursuit of understanding
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I'll keep that in mind as I look to hire five teachers next year
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A1: This is a question I ask a lot. So many grades seem so arbitrary. How can you help Ss see their growth and want to do better?
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That IS a great interview question!
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Q2 How do you inform students and families about expectations related to grading? How has this evolved?
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Thanks for joining tonight!
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I love watching the thought process. Experienced Ts will say "what does it represent or what should it represent?"
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I think that is the main issue...grades often indicate that learning is over
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Agreed. And can feel like a way to punish or say that one way is the best. https://t.co/vIIjojVrjK
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I think that is the main issue...grades often indicate that learning is over
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A2-We still use the system of sending report cards or uploading online...Would love to see more fluid updating of progress for all
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A2 especially interesting for the elem grades moving towards standards-based usually through syllabi and systems like Skyward
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A2 As grading practices shift it's important to have deeper discussions w/Ps. What are the desired educational outcomes?
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Great point, . I've seen that start to shift with standards-basd grading.
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A2 GoogleClassroom now allows parents to follow their Ss progress. Explanations of grading shared in class are shared w/ parents
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A1- A grade to me is a snapshot of what a student knows at a given time. A measurement of mastery in a standard, unit, or course.
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RT Q2 How do you inform students and families about expectations related to grading? How has this evolved?
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To me, the word "grade" refers to the culmination of learning. Not the progress over time.
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A2) sylbs, +every other day self reflections, do you know the standards u will be assessed on, what is your lvl, what is ur plan
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A2 can be a start! Let Ps & Ss know expected learning outcomes for units & get kids excited about how THEY will demo learning
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Welcome Kerstin - glad you could be here tonight. What comes to mind 1st when discussing grades?
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awesome point! That needs to be crystal clear to all
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All are welcome in ! Thanks for joining us!
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that can be a very powerful tool for communication and sharing student work.
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. big advocate of entering comments in skyward gradebooks for family access understanding
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A1:they should reflect level of understanding of material presented
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Sometimes are reporting procedures are delayed a week or two. Things have changed by then. https://t.co/j3FpcZ02nu
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A2-We still use the system of sending report cards or uploading online...Would love to see more fluid updating of progress for all
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I can see that. Too often students look for the letter and then move on. No reflection, no revision. :(
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A2: We have a standardized grading policy district wide at our middle schools. This has helped with transparency in grading.
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A2: I let Ss know that I'm looking for certain skills & content knowledge & that there many ways to show understanding.
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. yeah a summative focus exists especially at the secondary level. Lots of formative used to build the final score
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Agree. One of the reasons we moved to SBG. https://t.co/BYWyzrJhIB
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I can see that. Too often students look for the letter and then move on. No reflection, no revision. :(
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We are discussing this very topic in our school. It just makes sense for PLTs to evaluate w/consistency
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A2: Subject/letter grades to standards based report cards. Would like to see more student voice and choice.
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We use an online grade book, but I'm not sure how well parents understand the process or what the grades mean.
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A2: we have a qtrly standards based report card with a letter grade?!?
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A2 our report card at elementary level continues to evolve so we can report on student progress on CCSS. still a work in progress.
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. that's where the personalized learning approaches come into play! Rubrics.
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A2: We currently use Standards Based Grading and report levels of 1, 2, 3 and 4.
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Change takes time and it will take a while for Ps to understand the change. You are taking steps!
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I also consider the frequency of updates that are done by T
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In skyward there are so many various comment features unused. I use more consistently. More communication is good.
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Q3 What role do students have in the assessment process? How do you or might you incorporate self-assessment & reflection?
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many teams haven't even done a shared reading of the old ISAT writing rubrics which are well organized
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A2: I like common grading practices. The less kids have to think about diffs btwn teachers, the more they can focus on learning.
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& choices of showing mastery & giving Ss a lot of opportunity to reflect. https://t.co/Rg8FpH1PVJ
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. that's where the personalized learning approaches come into play! Rubrics.
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Grading!!! For the next 40 minutes join a Twitter chat on grading. Participate by following along or posting your ideas! Join at
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A2 Grade should be a routine visit to the doctor (check up, monitor current state, make adjust to improve) instead of an autopsy
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A2 We have semester long grading periods now. Moving towards conferencing with s and letting them correct and redo
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My daughter just started K in Naperville 203...got an email today with a link to how they are doing SBG
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A3: At the very least students should be progress monitoring. It's an easy place to start and kids push themselves to improve.
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We are supposed to update x number of grades per class each week. Admin do check, but few parents do.
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A3-Not a large enough one! This is an area that is hard at elem but often overlooked with thumbs up thumbs down
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A3 virtually unlimited feedback/rewrites of homework prior to summative exams (HS math), and even then they can do corrections.
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A3: Ss constantly self-assess themselves on their journey to mastery of standards. Ss choose when to take their assessments.
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What kind of format is used for that?
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A2 =A3) every other day self reflection student feedback folders
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A3 Just gave a leveled standard specific assessment. Ss NEED to reflect on the level they are at and how they can grow.
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A3 they reflect with T and go back to make adjustments and improve (is what should happen) getting there work in progress
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A3 Ss need to be part of the assessment process. They should know how they are progressing & what is needed to move forward
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A3 Ss should be involved in the formative assessment process.
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And it's hard b/c teachers disagree and don't always understand grading either.
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A3: Proponent of self-assessment as a component of actually completing the work. Leads to a more refined final product.
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A3 Hattie's research tells us Ss should be heavily involved in feedback & evaluation of assessments. Self-evaluation is powerful!
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A3: Ss have opportunity to grade themselves, reflect on their work & their learning. Peer & self reflections w chance to improve.
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We made a simple move for P/T conference to mid-quarter instead of end. At least there was time to make a change
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A3 this is so critical. Students should know where they are going, how far they are in the journey, and if they are on track.
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has worked to do away with grading periods at MS. Seems like an outstanding idea
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RT Q3 What role do students have in the assessment process? How do you or might you incorporate self-assessment & reflection?
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Totally! Has helped standardize the conversation in our PLCs!
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with that analogy I'd challenge the patient to focus on the root causes for the symptoms presented upon exam
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A3.2 students should be constantly monitoring their own learning using a variety of tools. Can be guided at elementary level.
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Yes! Agree! https://t.co/g4DbBUnTFe
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A3.2 students should be constantly monitoring their own learning using a variety of tools. Can be guided at elementary level.
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As long as a reasonable number of snapshots are made, the focus should be on quality over quantity
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A3 The most valuable assessment is self reflection. My sts asked to reflect more last year. Huge growth.
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Nice addition! We need to look at cause and not symptom. Can't keep taking aspirin if there is a nail in our skull.
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A3 forgot the biggest piece! During advisory we do data Wednesdays to host student-led conferences over course progress!!
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My friend would have loved this convo. Tweet at her and get her to join in! (Positive peer pressure)
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What are strategies/tools you've seen work well at the elementary level?
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absolutely! We often miss the chance for those great conversations now
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A3: Self-assessment and reflection is an integral part of students taking ownership of their own learning. I will be using it
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Great way of looking at what grades should be.
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A3: some grades r planning to keep digital portfolios using bloomzs
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Q4 How many opportunities should students have to demonstrate mastery? What are the practical implications of this?
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we cannot have systems that function for kids if they are not the number one focus
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can you provide more details about how you will be using it?
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A4: This Q is KEY - they should have multiple chances to demo in a variety of ways, but within some limits, like semester or qt
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Agreed. But I struggle w/ having a set #. I focus more on progress of meeting IEP goals than class grades
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Love that my girl is facilitating ! Go get 'em Kathy!!!
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S reflection Qs after taking math test, bullseye chart self rating chart I can teach it to I need more time
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. find a tech person to pull skyward data using MS Access for classroom data sets of D/F counts, behavior, attendance
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A4 This is where old school voice kick in...Ss should have mult chances, but sometimes there has to be a deadline for measurement
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A:4 as many as they need...student growth is what's important
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A4: As many times as practical. Trying to balance this now: Ss want to retake NOW, but there's another opportunity coming soon.
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Can you explain the bullseye chart. I am intrigued :)
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A4-At the elem level, as many as needed. Mastery of concepts does not work like that, the system needs to work for kids
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A4 unlimited until the end of unit as my colleague mentioned
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A4) math builds, school policy may or may not let incomplete quarter/sem grades...timing can be strchd but needs to be reasonable
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A4 I would love to say limitless. Although unreasonable for typical school calendar & structure https://t.co/yUYgggNDAY
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Q4 How many opportunities should students have to demonstrate mastery? What are the practical implications of this?
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A4: Ss must have opportunities to reassess as much as they want in addition to receiving full credit back.
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RT Q4 How many opportunities should students have to demonstrate mastery? What are the practical implications of this?
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. Amazing how insightful our youngest children can be when we give them an opportunity to reflect & share!
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At MS and HS there are impending deadlines....some cannot be changed.
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A4 many many times. We need to provide Ss multiple times and ways to demonstrate their learning.
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Agree w/ the personal approach, but we need 2 B discussing the academic calendar too. Should time be a limiting factor?
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A4: Students should always have opp. to show mastery and this might look different for each student.
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A4: Such a tough Q in current educational landscape. If it's important for a S to learn for success, then mastery overrides time.
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If we design curriculum to spiral, we should see those skills resurface again...
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my main struggle is what we communicate with deadlines...are those for adults or kids learning?
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A4 with HS math, I think two or three are reasonable per unit, but that's w reflective changes in study/focus habits
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great perspective right here!
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Yes to full credit! Don't understand why we'd give less, but I've seen that as a parent.
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A4 ideally infinite but that pesky calendar gets in the way
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I would agree - we are bound by a system that seems to work against us sometimes. https://t.co/J9Cmph08HJ
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A4 I would love to say limitless. Although unreasonable for typical school calendar & structure https://t.co/yUYgggNDAY
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Q4 How many opportunities should students have to demonstrate mastery? What are the practical implications of this?
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A4 with formative assessments, I give a wide open time frame that extends within the unit length for unlimited (honest) rewrites
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In band I have beginners-allstate musicians together. I'll use rubrics & individual growth based goals set by students
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I see what you are saying; at some point, kids age out of MS. We need to ID supports for students not demo'ing mastery
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You phrased your question better than I did. What's convenient for Ts, or best for Ss.
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A4:If the concept/skill is necessary to move forward, why do we limit opportunities. The calendar can be tough, but I make it work
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its interesting, b/c it can go both ways - what if they meet course req's early? Can they move on?
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Yes! Skills should not exist in a vacuum! https://t.co/oI5BW9B4pZ
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If we design curriculum to spiral, we should see those skills resurface again...
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A4: I'm trying to design quick assessments that are concise, fair, authentic. I want to increase frequency but not time.
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Yes! Agree... growth mindset is key.
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Well said - agreed! https://t.co/BMbZEA5dqe
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A4 with formative assessments, I give a wide open time frame that extends within the unit length for unlimited (honest) rewrites
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This is where communication with families is so important to support the learner in their journey to meet deadlines
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as long as the focus is on S, then who cares how it is phrased
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If compentency / mastery is demonstrated - yes.
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A4: If MASTERY is what we are trying to achieve, then until they have mastered it! Not on Friday, because that's when we test.
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but how often are they permitted to in the trad system? https://t.co/iv0tuQZI3q
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If compentency / mastery is demonstrated - yes.
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Who created the deadline?
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YES.. I love that you mentioned multiple ways - something that is often forgotten.
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Q5 Should zeros be included in a summative course or subject area grade? What implications might including them (or not) have?
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Always reflection and relearning BEFORE reassessment. https://t.co/P754CwTzZP
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A4 with HS math, I think two or three are reasonable per unit, but that's w reflective changes in study/focus habits
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major shift in what we call school....
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A4 discussions about "as long as it takes for you to understand this" continue to happen in week 3!! And beyond!
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Seldom, if ever. A problem in my current way of thinking.
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Part of the change needs to move from content to skills/application. Then mastery (instead of memory) is an opportunity
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yeah we need to figure out what led to the misunderstanding or lack of mastery before jumping back in!!
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Sometimes it is state code...
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And with student jobs and then babysitting siblings and taking too many AP classes at once, when in the day do u have time
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A5: What does a zero mean? That they didn't learn it or they just didn't do the work?
Goes back to what is the purpose of a grade
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A4: Also only summative assessments should be "graded." Formative work such as homework should never go in the gradebook asa grade
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A4: it depends on the goals. It would make sense that students show mastery at EOY, no matter how many. https://t.co/KT8eJcsTmu
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Q4 How many opportunities should students have to demonstrate mastery? What are the practical implications of this?
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A5-Non-completion of essential work cannot happen...is the S failing or are we as a school failing the S
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Was just about to say look back at Q1/A1. Does a 0 mean no learning or not in a given time frame? https://t.co/W1tDqq08cW
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A5: What does a zero mean? That they didn't learn it or they just didn't do the work?
Goes back to what is the purpose of a grade
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A5 absolutely not. Mathematically it doesn't make sense to weight 50% of a grade in "failing" category. https://t.co/OyWn3qIgBe
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Q5 Should zeros be included in a summative course or subject area grade? What implications might including them (or not) have?
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A5 Zeroes are the worst. almost impossible mathematically for a student to recover from a zero.
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RT Q5 Should zeros be included in a summative course or subject area grade? What implications might including them (or not) have?
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A5 When math becomes part of the grading process, fairness & professional judgement is diminished. Zeros are bad!
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NO never, absolutely not! https://t.co/NoGoGhZiyw
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Q5 Should zeros be included in a summative course or subject area grade? What implications might including them (or not) have?
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you know what they say about great minds? ;)
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A5: If we already know that grades don't reflect Student worth, but they think so, imagine what a zero implies, =(
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. How would your answer differ if they didn't do the work or didn't learn it well?
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A5 interesting timing w this. During PLC today we discussed new district policy to automatically change all <39.49%s to a 40%
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A5: Zeros don't tell you anything about what a S knows it doesn't know. Focus on skills & mastery.
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awesome point my friends!
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A5.2 And, homework should not be included in the "grade" either.
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A5) if a student chooses not to do something, then i don't mind a 0, but if they try, then I can go equalized grading
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that's the struggle. Non completion and not learning well are two different things
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So many edus responding that zeros should not be part of a grade. How do you convince others?
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In addition, often zeros indicate behavioral problems and not academic.
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If a student chooses not to do something, then maybe there is a problem with the assignment?? https://t.co/xgcoIMSZQh
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A5) if a student chooses not to do something, then i don't mind a 0, but if they try, then I can go equalized grading
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my question is how do you define choice? The inability to complete before leaving? Home life?
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A5: No. Tap into those multiple intelligences. Surely we can get them to show us one way or another.
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A5: Our lowest possible grade on formatives and summatives is 50%. Eliminates the devastating effect of the Zero.
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. How was that received in your PLC?
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I really think it comes down to understanding how devastating from a mathematical standpoint a zero can be.
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Not doing the work should be reported as a lack of evidence for mastery
Doing poorly is a type of evidence
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You have to the change that others see, that starts a movement. I share info, and research!
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. yeah the parents should be called/brought in when it becomes a pattern
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I believe it is a basic math lesson
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Or issues outside school, or organization issues, or time management or.... https://t.co/g02uHgVb8s
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In addition, often zeros indicate behavioral problems and not academic.
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It is such a core value to so many teachers. It may be best to start with pre service programs.
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if a student fails to swim on the first 9 attempts, but is successful on the 10th, what grade do they get?
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Make it a district policy. :)
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A5) Intervention should come long before a child is awarded a summative zero. That 0 is a teacher failing. https://t.co/SUixt8s2U5
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Q5 Should zeros be included in a summative course or subject area grade? What implications might including them (or not) have?
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THANK YOU! Was just looking for that!
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So many conversations need to start with pre-service programs! https://t.co/gYBn8ntqJW
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It is such a core value to so many teachers. It may be best to start with pre service programs.
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or maybe the assignment is great but food and shelter and family take priority over school https://t.co/GxBSAHxUjT
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If a student chooses not to do something, then maybe there is a problem with the assignment?? https://t.co/xgcoIMSZQh
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A5) if a student chooses not to do something, then i don't mind a 0, but if they try, then I can go equalized grading
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Illustrate the injustice w/ simple graphics. Guskey's research is full of helpful charts.
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not much consensus. Still doing it, but questions were raised. Skyward reads A B C D F 40, so it's like a G
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Great analogy! Don't we learn through failure?
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Other interventions are definitely needed when these types patterns are established.
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Even when you hash out the math behind it# logic and reasoning don't always win over beliefs.
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If a majority of Ss routinely don't do work then that's a reflection of the teacher, not the students.
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Tying your shoes, same thing!
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A5: For my class, a 0 means a S has not assessed and will be incomplete. I do not determine a "Grade" until end of term
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Just got in. MPC hosts Rick Wormeli on Apr 18 on Standard Based Grades. Come listen to the Guru! https://t.co/GhDVq8uMRo
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Just got in. MPC hosts Rick Wormeli on Apr 18 on Standard Based Grades. Come listen to the Guru! https://t.co/GhDVq8uMRo
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Maybe. But we need to look at the variables we can control such as the assignments we give. https://t.co/4kMvCTaq4o
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or maybe the assignment is great but food and shelter and family take priority over school https://t.co/GxBSAHxUjT
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If a student chooses not to do something, then maybe there is a problem with the assignment?? https://t.co/xgcoIMSZQh
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A5) if a student chooses not to do something, then i don't mind a 0, but if they try, then I can go equalized grading
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Why can't you put an incomplete instead of zero?
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Q6 Shifting gears, what are some effective, meaningful ways to evaluate exceptional learners in a standards-based system?
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I'd argue that it might have a larger sphere of influence beyond the classroom.
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Why do Ts constantly defend 101 levels of proficiency? Can you precisely & accurately describe diff in learning b/t 91 & 92?
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Its on my 4pt rubric, so I enter it, I do not let the online grade book calculate so it doesn't matter anyways
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I agree zero's don't state what a student knows but what do we do when they choose not to do the work?
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Agreed. I think many in this chat do assign quality work, yet still deal with reality of outside forces.
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True, but then the teacher should do something different that assigning work that most kids don't do.
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I think the bigger question should be why a student would have a 39.4%
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I always do this for a few weeks until the next summative exam/progress report/grading period
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I asked my freshman this last week, they agreed. There is no difference.
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A7 I'd advocate for some sort of project-based learning after content standards are mastered
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A6 I'd advocate for some sort of project-based learning after content standards are mastered
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A5: Maybe we shift our scale? Grade everything on a 0-4 scale and the Zero isn't a "thing" anymore?
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A6:As a Tr of all exceptional learners, I have found that giving Ss autonomy over their learning is essential.They choose the pace
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YES! Exactly what I said but executed way better :)
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A6-I think the best thing would be setting criteria together along with more PBL
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A6: Really real world opportunities... Blogs, letters to editors, websites... Same content advanced skills.
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RT Q6 Shifting gears, what are some effective, meaningful ways to evaluate exceptional learners in a standards-based system?
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A6: Being clear on what the grade reps. Esp with ELL and SPED. May not be grade level but still may rep mastery of goals
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Feel free to use my words, they aren't really mine anyways.. :)
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Set up a classroom environment where all of the formative work (hmwk,quizzes,etc.) isn't in the gradebook.only tests.
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A6: Authentic assessment opportunities. Demonstrate mastery by challenging them to contribute to the greater good.
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A6 research shows those top tier learners are more capable of self-motivated learning
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what do you mean by the greater good?
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Did they or can they pass the test? Maybe they don't always have to complete an assignment.
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I ultimately would love 2 choices... *Got it *working on getting it ..or something close to that.
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A5: if a student didn't do the work and earns no grade and a student does the work and earns a low grade, is it fair?
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I hold this conversation with AP students as well. They more often focus on the number than what they learned.
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Agree! Contribution, authentic feedback, reflection, keep the learning cycle going!
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if a child can demonstrate mastery of a topic why is homework needed?
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I'd love to encourage the challenge for all teachers!
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. Our report cards are based on grade level standards + Ss w/IEPs get goal updates & EL Ss get a supplemental report.
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^^that's the one stat that's true for online charter schools. Doesn't work w all learners
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Love the idea of instead of a research paper they develop an underdeveloped Wikipedia article w necessary sources
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Need to follow curriculum - formative = 20% of grade (hw, quizzes, etc)
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Ye, Kirk! Until we are willing to let go of "grades"/GPA as a society then there'll be gradients
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Q7 What is the biggest challenge you face applying your philosophy of grading to actual practice in schools?
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TRUTH! Had a calc teacher who had optional HW unless your grade was less than 75%...I had a lot of HW https://t.co/Q7RMOVHf7Y
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if a child can demonstrate mastery of a topic why is homework needed?
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now that my friend, is a fantastic approach!
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I love that idea as an educator and as a parent. Homework can really take away the joy and passion from learning.
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I've moved more towards in-class peer tutoring type of work rather than sending problems home
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Another good conversation to follow tonight on Twitter fits w chat about great ed leadership https://t.co/N87stw8uoa
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Why do Ts constantly defend 101 levels of proficiency? Can you precisely & accurately describe diff in learning b/t 91 & 92?
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But how else will I get my kids to cry and throw tantrums each night? ;D https://t.co/eQall3iQLA
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I love that idea as an educator and as a parent. Homework can really take away the joy and passion from learning.
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A7: The biggest pushback are when things like honor roll, preparing for high school/college, GPA are brought up.
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A7 autonomy. Status quo policies not built by consensus.
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Well I am sure you could be creative. LOL
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Absolutely, and leads to overly stressed students trying to be well rounded Ss.
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A7-the practices currently used have not evolved to my beliefs...learning is fluid and reporting learning should be too
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A7 Creaking old school thinking about grading practices and being brave enough to move forward.
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Deep rooted beliefs of many stakeholders and a system that still makes you conform to the letter grade. https://t.co/0rS83pNeHT
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Q7 What is the biggest challenge you face applying your philosophy of grading to actual practice in schools?
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A7 the need to want to hold Kids accountable for work ethic, behavior, and amount of output https://t.co/D10AkvGgjN
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Q7 What is the biggest challenge you face applying your philosophy of grading to actual practice in schools?
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Why not make everything A/Fail, eliminate reteaching prereq material in the next class
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how many podcasts do you have?
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Homework shows mastery learned. Tests just reinforce it.
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A7 Breaking old school thinking about grading practices and being brave enough to move forward.
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no doubt. Living it right now with a 9th grader at home. She is stressed to the max
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How can we differentiate between true learning and compliance in our grading practice? Can we avoid the power struggle?
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RT Q7 What is the biggest challenge you face applying your philosophy of grading to actual practice in schools?
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We need to get away from thinking that typical paper homework is the only way we can give kids practice over content.
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I experimented w A students having reduced sets/time for projects
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A7: surprisingly, the lack of understanding of SBL by parents and teachers, since they didn;t grow up with it
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A7: Educating parents and helping them understand the shift in practice.
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A7: The grading policy put into place by the district, was suppose to be changed this year, but wasn't.
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A7 What if grading wasn't an option?
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Q8 What is one concrete action step you can take to impact grading practices in a positive, student-focused way?
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A7: That I am 1 of 2 Ts that are willing to make the change against the grain. Teaching Ps each year why I do it.
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A7: Those who aren't on Twitter😉 I mean those who don't buy in to SBG. 😂
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i'm assigning less than 10 questions a night for the first time in my 17year career https://t.co/jF6TKLkuPf
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I'd love to encourage the challenge for all teachers!
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Essentially in the same boat.
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A7: The district sets policy. I don't necessarily agree with it.
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yeah many discussions how we shouldn't weight grades on behavior!!
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If a student can show mastery on classwork, why is homework or the test needed?
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A7 getting Ps to understand
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Have u watched the Race to Nowhere on Netflix? Scary & eye opening, all educational stakeholders should watch it.
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A8 really focus on that student reflection piece. Masking sure our students know that they are on track w/ their learning.
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A7) the need to be consistent with lvl, large dep, or school/dist policy
