Good evening and welcome to #sblchat! We are talking about helping others with the Shift in Mindset to Standards Based Grading. Please start intros (name, role, location)
Like this tweet if you're new to our #sblchat Crew on Standards-Based Learning & Grading so we can welcome you to our inspiring and dedicated PLN to help you and your Learners to GROW!
A1 If we have a laser sharp focus on student learning, we need to employ standards based practices that clearly delineate learning targets, separate behaviors from academics, allow for relearning and reassessment, and put kids and teachers on the same team. #sblchat
A1 - Today's #MHSPrecal Learners appreciated the opportunity to reassess and demonstrate their now cohesive learning that was made possible being dedicated to making connections and seeing the relevance. #sblchat
A1: I've been having this conversation a lot. I think that my best answer is that it's how we start shifting the focus and conversation from grades to learning #sblchat
A1: Standards-based grades provide Ss and parents w/specific feedback relative to progress toward meeting specific standards--something that is impossible to see w/only a single letter grade. #sblchat
A1 - Our #MHSAlgebra1 Learners left our #AfterMath Extra Help after school appreciating the learning the results from Standards-Based Learning for the sake of Learning! #sblchat
A1: Traditional grading pits students vs students competing for points instead of learning and growing. Ranking students tells us nothing about learning. #sblchat
A1 I'd say the growth mindset and change in thinking about assessment and grading is equally, if not more, important than the physical and procedural changes from traditional to standards based grading. #sblchat
A1: Traditional grading pits students vs students competing for points instead of learning and growing. Ranking students tells us nothing about learning. #sblchat
A1 SBL puts the focus on learning. Helps take away some of that other stuff that can muddy it up. Then I like to show examples of what Ss can do. #sblchat
A1 - So many of our #MHSAlgebra1 9th graders are being empowered to engaged learning based on our Standards-based Learning approach to understanding for retention. #NewFoundSuccess#sblchat
A1: Standards based learning, teaching, and assessing is a mighty engine that drives learning. It communicates to all stakeholders (student, teacher, parents) what has and has not been learned, as well as identifies the next steps necessary to move forward, #sblchat
A1: Standards based learning, teaching, and assessing is a mighty engine that drives learning. It communicates to all stakeholders (student, teacher, parents) what has and has not been learned, as well as identifies the next steps necessary to move forward, #sblchat
A1: SBR also provides targeted feedback that is more ‘actionable’ for students and teachers - helps to accentuate strengths and areas of growth #sblchat
A1: In a world where innovation & creativity are the key traits employers are looking for in applicants, we need to change the focus from being consumers of information and traditional grading reiterates that focus on regurgitation rather than growth and independence #sblchat
A1 - Knowing that a S is not good at “tests” (or any other category) doesn’t tell them how to improve. Knowing they are not good at X standard does! #sblchat
A1: rather than communicating about MODALITIES of learning (eg: tests, quizzes, assignments), it communicates about CONTENT, which is much more meaningful! #sblchat
A1: A switch to SBG is moving towards being able to share with parents and students how each student measures up against a standard and how much they've progressed over a period of time. #sblchat
A1: It gives you & your students clarity about where you’re going & how to get there, it peels away everything but a precise focus on the skills & understanding you’re developing, it simplifies your grading (yes, for real), it allows you & your students to co-construct #sblchat
I love that when students are thinking about improving a grade that they have to ask me about skills not assignments...would love it more if they ignored the grade all together...#sblchat
A1 I’d talk about how it can create a more equitable learning experience and allow teachers and students (&parents) to see where the learning is happening #sblchat
A1 - Knowing that a S is not good at “tests” (or any other category) doesn’t tell them how to improve. Knowing they are not good at X standard does! #sblchat
A1-You could always ask someone what’s something they learned from failure and see if they respond with a grade or a life skill..great way to start the convo of why SBL is important! #sblchat
I love that when students are thinking about improving a grade that they have to ask me about skills not assignments...would love it more if they ignored the grade all together...#sblchat
Ian - educating in BCs Shuswap
A1 traditional grades are focused on task completion - we should be focused on personalized learning journeys and archiving achievements along the way #sblchat
If your filter is learning and growth - SBG is the way to go ... if learning the tricks and shortcuts to the game of school then go with traditional grades #sblchat
A2 A zero lets the student off the hook for the assignment. It shows that the assignment (and therefore the learning) is optional. Learning is not an ‘opt out’ enterprise; not completing work is behavioral and should be addressed separately. #sblchat
A2 - I'd ask you if in your grad class you'd be inspired to be more accountable if your professor recorded ZERO for your missing formative work. I thought not. #STOPIT#sblchat
A2: I would ask if that approach has worked for the students thus far - in my experience zeros have never been a source of motivation for learning #sblchat
A1: Adding on an extra thought... I didn't become a teacher to give out grades. I became a teacher to help Ss learn. SBL can truly remove so many of the negative "low grade" issues that we fight every day. I want Ss to LEARN! #sblchat
A2 - If the Learning Target or Standard is important enough to teach, it's important enough to wait until your Learners achieve proficiency. Please don't just settle for the ZERO. #STOPIT#sblchat
A2: zeros for missed work communicates a belief that grades are a way of measuring compliance, and of rewarding and punishing behavior. They are not. There are better ways to meet those goals. Grades are for communicating learning and for driving learning forward. #sblchat
A2: As @rickwormeli2, @DougReeves & @kenoc7 often say, grades are meant to communicate learning! Work habits are clearly important, but they don't indicate achievement of the standard & should therefore be reported separately. #sblchat
Josh here! I serve @JCPS_NC as the K-12 Humanities Coordinator. Glad to be here! I will be lurking in #SBLchat this evening... hoping to pick up some genius and gems for our students.
A2 while zero is great for a math-philosophy discussion it doesn’t belong on anything with grades (or even standards) Incomplete or in progress much more appropriate #sblchat
A2. I would ask if they would not want to be paid for two weeks for missing one day. The math of zeros means that one missed assignment can invalidate many good results. #sblchat
A2: I want my Ss to learn and the formative work helps them learn. The zeros give them such a feeling of failure and inadequacy and really, so many times just shut students down completely. #sblchat
A2 If accountability and responsibility are the goals of giving 0s, it's not an effective strategy as evidenced by the number of juniors and seniors still receiving them. #sblchat
A2. Missing work should be indicated by “incomplete” so the learner still must submit their assignment. A zero inaccurately penalizes the student, especially on a 100-point scale, and puts students at a disadvantage of salvaging their grade. #sblchat
Josh here! I serve @JCPS_NC as the K-12 Humanities Coordinator. Glad to be here! I will be lurking in #SBLchat this evening... hoping to pick up some genius and gems for our students.
A2: as a side point, those who are motivated by grades are likely not the students who are getting zeros, thus it's unlikely that the grade will motivate a change in behavior...not to mention the obvious grade distortion that comes from zeros as punishment. #sblchat
A2-I’d have pose the question what does the 0 represent? Learning? Habits of learning? The only thing Ss will learn is that if they truly don’t want to do an assignment then they won’t have to as long as they are okay with a ‘bad grade’ #sblchat
A2: Also, formative assessments should not factor into a grade when using a pure standards-based approach, but that is a separate topic I guess! #sblchat
a2 It is also important to report habits of learning and measure growth and or regression in this area...just should not be attached to grades #sblchat
A2: When someone offers me a chance to fix my mistakes, the trust I build in myself and between me and my teacher/mentor will impact me for much longer than a zero. Plus, responsibility is not taught by letting me opt out (zero) #sblchat
A2 A zero is the easy way out for learners & the teacher. Accountability is doing the work, showing the learning. Persistent teachers may be annoying but in time, learners know teachers respect them #sblchat
A2: Also, formative assessments should not factor into a grade when using a pure standards-based approach, but that is a separate topic I guess! #sblchat
A3 - Our Learners shared today how they are more motivated by the genuine learning knowing that their grades will take care of themselves. #sblchat#MHSPrecal#MHSAlgebra1
I’ve never had a graduate return to say, “hey Mr. Clark, thank you for teaching me accountability by giving me a zero on that ____ assignment.” #sblchat
A3 If students were motivated by grades, they wouldn’t disengage after a low mark. Success motivates - celebrate learning and more will follow! #sblchat
A2 I would ask them if on their teaching evaluation I should say they have poor teaching skills to hold them accountable for submitting their lesson plans late. #sblchat
If the grade is connected to 'Math' on a report it needs to reflect what a student knows, understands and can do with the mathematics standards. Behaviors should be reported separately #sblchat
In reply to
@jfprovencher27, @hoffmanteambret, @LaneWalker2
I’ve never had a graduate return to say, “hey Mr. Clark, thank you for teaching me accountability by giving me a zero on that ____ assignment.” #sblchat
A3: We are the adults teaching the Ss. Teach them about finding internal motivation and a love for learning and growth, rather than arbitrary numbers and letters. #sblchat
A2: Zeros provide no information to Ss, it is literally nothing. PLUS, "grades" communicate what Ss have learned (or not) about your content. Formative assessments are tools for providing feedback and guiding instruction, not teaching "accountability". #sblchat
A3: I wouldn't disagree - they are motivated by them. But are they motivated to LEARN? As in truly understand and retain? The majority aren't and that isn't the type of classroom I want. #sblchat
A3 - Our Learners are not only NOT motivated by grades, but are motivated for learning that is meaningful and relevant! Bring on learning that MATTERS! #sblchat
A3: I think Ss are often motivated by grades b/c that is what they "know"--a shift to SBL comes w/a learning curve for everyone involved. When Ss see the more specific feedback provided by SBG, that is likely more motivating. #sblchat
A2: A zero is inaccurate; insufficient evidence tells the truth. Motivation and self-regulation need to be purposefully developed. Giving a zero lets teachers and students off the hook. That is not what schools are about. #sblchat
A3 If students were motivated by grades, they wouldn’t disengage after a low mark. Success motivates - celebrate learning and more will follow! #sblchat
A3. They’re not motivated by grades, they’re motivated by their future. They’ve been told that to have a better future, you need to have better grades. Society has taught them that. Don’t blame the student, blame the world they grew up in. #sblchat
A2 If the problem is procrastination, I’d say holding them accountable isn’t the same thing as teaching the skill of time management. Zeros are not evidence based practice for teaching skills. #sblchat
We may not all agree on the semantics...some students perform above the expected levels. @kenoc7 and I don't necessarily agree on what to title something but we usually agree on what growth and learning look like and how to report it. #sblchat
A3. Are all students motivated by grades or just those who are good at school? What will motivate those learners when they no longer receive grades? #sblchat
A3 I'd concede that SOME students are somewhat motivated by grades, but argue that ALL students are motivated by relationships and by culture for learning that the teacher has helped foster. #sblchat
A3: There is great joy in learning. It's part of our role as teachers to model that joy and to find ways for students to experience it too. Intrinsic motivation is far more effective than extrinsic. #sblchat
A3 Learning is about the journey not the end result. We are in the business of building life long learners and fostering growth mindset. We’re doing Ss a disservice by letting them get caught up in an arbitrary mark #sblchat
A3. I think many students are motivated by grades. That is the reality of the system in which they try to succeed. But we have to begin to move their focus and our practice to learning as an end onto itself. #sblchat
Still something to be said for accountability of academic behaviors. We're rolling our reporting of academic behaviors so looking for other opinions. #sblchat
A3. I think many students are motivated by grades. That is the reality of the system in which they try to succeed. But we have to begin to move their focus and our practice to learning as an end onto itself. #sblchat
A3: Students who seem to be motivated by grades are seeking approval & recognition. It’s healthier to recognize confident, curious, creative risk-takers as opposed to compliant, extrinsically motivated people. We approve of Ss for who they are;not how well they hoop jump #sblchat
a3 we need to remember that these students were taught to value grades (often over learning) our job is to undo this, without blaming the students for what they value #sblchat
A3 - the greatest advancements in Science didn’t come from the ones with the highest grades in school - the compliant ones. Advancements come from the doers the risk takers the innovators #sblchat
A3. I think many students are motivated by grades. That is the reality of the system in which they try to succeed. But we have to begin to move their focus and our practice to learning as an end onto itself. #sblchat
A3. I think many students are motivated by grades. That is the reality of the system in which they try to succeed. But we have to begin to move their focus and our practice to learning as an end onto itself. #sblchat
A3: (To that teacher who thinks grades are motivators) Shouldn’t the learning through your amazing lesson planning be the motivation? Why would a ranking on their learning create motivation? Would you race against an Olympian or just give up? #sblchat
A3 I would talk to them about the “game of school” and ask that we think beyond that and engage our learners in authentic experiences in learning #sblchat
I remember one of my colleagues, @lisaveleas, sharing a great idea during PD w/Ts some years ago--share feedback w/Ss before providing them w/the grade so they can focus on strengths & areas of improvement rather than the number. #sblchat
A3: Testimonial - I was motivated by grades and it led to an unhealthy dependence on affirmation from others. This is not okay and I want better for kids.Our self-concept & confidence is better served by internal rewards. #sblchat
A4 If we are charged to ensure students learn and embark on that journey with them day in and day out, how could mathematical computation carries more weight than our professional judgement? I would encourage the teacher to trust themselves - they know the kids best. #sblchat
A4 - Our Learners want us determining their proficiency, not an algorithm just like you want your leadership team working with you to determine your proficiency based on your strengths and areas of improvement. #sblchat
A3: (To that teacher who thinks grades are motivators) Shouldn’t the learning through your amazing lesson planning be the motivation? Why would a ranking on their learning create motivation? Would you race against an Olympian or just give up? #sblchat
A3 - We need to look past school and ask ourselves what environment exists that places any kind of focus on something that resembles a traditional k-12 grade?
#sblchat
**Seeking Participants For A Research Study** Ts: How do you include students with disabilities in your classrooms? I'd love to include your experiences in my study! #sblchathttps://t.co/ba3xZ4yf2m
A5: I love doing the activity w/Ts in which they get a set of grades and need to determine the S's final grade--it's a great way to see how an algorithm can easily lead to inconsistent results! #sblchat
A4 I'd say letting algorithms supercede our judgement plays a role in the more global denigration of our profession and professionalism. Grading and assessment literacy is one small but impactful area where we can earn back the respect we deserve. #sblchat
A4: I suppose if the algorithm trumps their professional assessment on learning, we don’t really need teachers and all assessments should be online. But learning is about relationships and a 85.4% does reflect real understanding. #sblchat
Agreed--the format can vary (although a writing standard should lead to a writing assessment, a speaking standard should lead to a speaking assessment, etc.) Still options there, though! #sblchat
I agree, but I also think it's necessary to be clear that "professional judgement" is not simply making up a grade. It can still be based on numbers, but those numbers can be used to inform decisions, to look for patterns, etc, rather than simply calculating averages. #sblchat
Does this incl the rubric on "Character"? Zeroes are about compliance and power of authority, not about learning. The character I teach is how I model fairness and enthusiasm, not power. #sblchat
A4: I would urge them to resist giving away their professionalism. This judgment is based on training, practice, experience, observations, and skill. Like we trust doctors to make good decisions based on strong evidence, so, too, teachers. #sblchat
A4: Assessing and reporting their learning is way too important to leave to some universal mathematical calculation. Let's assess those abilities and growth as an individual. #sblchat
It was interesting, though, when we tried grading our Ss on their interdisciplinary papers a few years ago. We ended up with mostly the same grades. I think the rubric really focused on the individual skills the Ss needed to master. #sblchat
A4: As a math teacher, I love algorithms but professional judgement should be the determining factor. We know our students and their learning..not an algorithm. #sblchat
Why? Everything in their lives is / won’t be (course recs, college entrance, job interviews). Plus, we trust the judgment of other professional. Why not teachers? #sblchat
A4: Assessing and reporting their learning is way too important to leave to some universal mathematical calculation. Let's assess those abilities and growth as an individual. #sblchat
A4 it is very difficult to use an algorithm in the humanities. How can a computer judge if a student has increased their ability for human empathy? #sblchat
Yes, you are right! I think what was helpful there, though, was that we calibrated before grading. We weren't looking at the papers blind--we all agreed on what each level "looked" like! #sblchat
A4. I would remind them that properly designed rubrics and authentic assessments can more “scientifically” assess mastery than any algorithm. It’s not about lowering standards. #sblchat
I don't mind determining a proficiency level after students have had time to develop mastery. Those levels have to be defined and described so they are communicative. #sblchat
I agree. As a new teacher I was relieved to release my professional judgement to that Mac marks program. Now I want to go back and apologize to those students (who are probably in their forties, now). #sblchat#suddenlyfeelingold
I haven't eliminated grades, but discovered inquiry-based-learning shifted the emphasis to the joy of learning in algebra. Gamifying the grades builds confidence as well. #sblchat
Are the summatives you have a natural stopping point? For example, in my PBL room, we grade at the end of the each project. It wouldn't make sense not to, as the next project is something totally different. #sblchat
A5 - Our #MHSPrecal and #MHSAlgebra1 Learners would share with you that today's reassessing was anything but 'taking it easy on them'. So many connections were made through reassessing. #sblchat
For sure. But for those who are really hung up on numbers, perhaps it might be comforting to know that those numbers can still be considered even if they aren't put into an algorithm to be calculated in any way. #sblchat
A5 although learning should be challenging, it is not the task of a teacher to make learning "hard." The focus is on growth. Not on "gotch'ya!" moments. #sblchat
A5: My job is to prepare students for their future. Not everyone learns at the same rate and same pace, so without reassessments Ss are allowed to stop learning. Is that why we teach? I think not. #sblchat
A5: Our job as teachers isn't to be the gatekeepers of knowledge and achievement who must make sure only the worthy can attain. It is to smooth the path and ensure they get there. #sblchat
a5 Insuring that students achieve is not the easy way out...assigning a grade that notes significant misunderstandings and moving on, that is the easy way out #sblchat
A5 Reassessment forces #students to prove they understand the concept or skill and fosters #reflection, #self-assessment and continuous #improvement rather than moving on to the next skill or chapter. #sblchat
A5: Reassessment provides additional evidence toward meeting the standard. The standard doesn't change, so it can't be easier in that sense. Ts can create structures for Ss to demonstrate the need for reassessment, too, so it's not a free for all. #sblchat
A5: Reassessment helps to provide Ss with a better understanding of their mastery of skills, an opportunity to grow, and another opportunity to learn. Assessments should be a part of the learning process too! #sblchat
A4: algorithms show no judgement, push kids into ill formed boxes and disrespect the individualism of Ss that sit hungry for learning, support & discourse - this is what teaching professionals provide #sblchat
A5 There are very few instances in life where redo's and retakes are not an option. How many times can you apply for a driving permit? Even prisoners are allowed retrials. Why not our students?? #sblchat
A5 The process of reviewing or perhaps showing how they learned or “relearned” something in order to do the reassessment can deepen the learning #sblchat
A5 Embedded reassessment holds all students accountable for learning, retaining, & increasing complexity. Key to showing growth & mastery over time #sblchat
Yep! Fluidity is key here. I'm technically gradeless (no letter grades in the entire district) but don't let the marking periods set the boundaries. Instead, the learning does. Make sense? #sblchat
A6: Reassessment is a tool to redefine accountability. It has more power than we think (which means we have to be purposeful with how we use it). #sblchat
A5: do we aim to assess learning of content or the speed of learning? Unless it's the latter, why would it matter if it takes one student longer to learn a concept than another? #sblchat
Our #MHSPrecal Learners worked very hard today during our #AfterMath to demonstrate greater proficiency and let the grade take care of itself. #sblchat
A5 If you don’t believe that all students learn at the same pace, then how can you justify assessing all students at the same time without the opportunity for reassessment?#sblchat
Sometimes I listen to other educators (or read their thoughts online or in texts) and become so overwhelmed by the way they seem to want to punish, embarrass, and degrade students and have no recognition of the fact that this is how they are acting. #sblchat
Yep! Fluidity is key here. I'm technically gradeless (no letter grades in the entire district) but don't let the marking periods set the boundaries. Instead, the learning does. Make sense? #sblchat
A5: If reassessment is "easy" then you aren't doing it right. Also, if the purpose of being in the classroom is learning what is important for the future, why would Ts ever give up on that?#sblchat#growthmndset
Love this - take away the artificial “deadlines due to report cards this ending learning time” and focus on Learning as a continuum (standards remain and you can ‘level up’ at a variety of times!) #sblchat
In reply to
@KatieBudrow, @LauraOdom7th, @garnet_hillman
Reassessing costs my Ss some social time. That's a big deal for them and makes it worth reaching for understanding (getting it right the first time) instead of waiting to see it again & again. #sblchat
Reassessing costs my Ss some social time. That's a big deal for them and makes it worth reaching for understanding (getting it right the first time) instead of waiting to see it again & again. #sblchat
Sometimes I listen to other educators (or read their thoughts online or in texts) and become so overwhelmed by the way they seem to want to punish, embarrass, and degrade students and have no recognition of the fact that this is how they are acting. #sblchat
A5 Teaching and learning should not be categorized as making it "easy"or "hard" for students. Assessment is about knowing what students know, understand and can do. #sblchat
Can't blame only those educators. It is a systemic culture in which they grew up as students themselves and later in teacher-training. Just need to get them on board instead of letting them stand at the station as pedagogy powers forward! #sblchat
A6 - Today, one of #MHSPrecal HS Seniors encouraged our #MHSAlgebra1 Freshman to taking their learning seriously from 9th - 12th grade. She reinforced how thankful they'd be soon! #sblchat#TrueStoryToday
I was going to say something similar...comments like this speak to education that is about punishment, lessons, and “school of hard knocks” This isn’t how I see learning with children and youth. Let’s build kids up, not tear them down #sblchat
A6 - Daily our Learners express how thankful they are for relevant learning, reassessment FOR Learning, and educators who put the Relationships before the content. #sblchat
I was going to say something similar...comments like this speak to education that is about punishment, lessons, and “school of hard knocks” This isn’t how I see learning with children and youth. Let’s build kids up, not tear them down #sblchat
A6: Our PLC's move to multiple assessments on clustered standards has changed the learning focus so much. Students are moving towards growth instead of being all about "grades". #sblchat#COLchat
A6: I'm currently in the process of developing an end-of-course rubric based on strategies shared by @kenoc7 (in his new book) @Catlin_Tucker - can't wait to let Ss self reflect and have a say in their final grades #sblchat
A6 A counselor commented that fewer students are failing English since moving to SBG because grades are now based on skills and not homework or worksheet compliance. #sblchat
A6: In my district, teachers are engaging in voluntary action research on how to use standards and targets to build student efficacy and self-assessment skills. Really powerful learning #sblchat
A6: My PLC is implementing SBL for the first year and we are seeing the kids have much more focused conversations about skills rather than assignments - it's great #sblchat
A6. I mentored three wonderful educators who completed their dissertations and will graduate on Saturday. The dissertation remains the ultimate standards based experience. #sblchat
And to my partner in moderating and learning @RoweRikW, what a great year it has been! 2018 is bright with opportunity for growth and new learning my friend! #sblchat
A6: This year, I'm integrating Eportfolios in every unit based on unit standards. Ss present evidence of their mastery (they choose what) & self assess to give themselves a unit "grade". We conference over it. Great conversations about learning have ensued. #sblchat
A6: I’m loving that at my school, my grade 4/5 teachers came to me to ask not to give grades. I had to go through assistant sup, but our first report goes out next week gradeless. Those reports were such a pleasure to read with greater understanding of each learner. #sblchat
A6: My PLC is implementing SBL for the first year and we are seeing the kids have much more focused conversations about skills rather than assignments - it's great #sblchat
A6 Our district has identified standards-based learning & teaching is the key to increasing student success, improving instruction, & developing our culture of learning. #sblchat FOR THE WIN!
A6: 5th-8th grade Ss use work that has been assessed to standards and examples outside of school as evidence of growth toward PLP goals and advocating for themselves and their learning needs in S-led conferences-bridging gap between SBL and PLP work in VT! #sblchat#plppathways
A6: I’m loving that at my school, my grade 4/5 teachers came to me to ask not to give grades. I had to go through assistant sup, but our first report goes out next week gradeless. Those reports were such a pleasure to read with greater understanding of each learner. #sblchat
A6 Seeing standards and learner created targets displayed on a regular basis throughout the building. Learners telling me what their learning target is. #sblchat
A6 I think this applies... I have a team of teachers excited to attend the @rickwormeli2 event tomorrow. Their excitement to lead our staff in the #sbl shifts is inspiring! #sblchat
As a gamer, there is no judgment in a point driven game. Not the same concept in school. Also points in a game are consistent, not awarded based on strength of personality and compliance. #sblchat
In reply to
@LaneWalker2, @KatieBudrow, @garnet_hillman
