If you're ready to convert to a 4-pt scale, avoid the temptation of adding pluses and minuses to the scale.
Here's why:
👉A big reason for leaving the percentage scale is to increase the accuracy & reliability of grading by reducing the number of levels in the scale.
Congratulations to @shsrangers teacher Melanie Thomas on this prestigious and well deserved honor! We are so fortunate to have your educational leadership in our district.
It’s not about being as good as the “good” teacher down the hall.
It’s not about being as great as the “great” teachers on Twitter.
It is simply and only about being better than we were.
Good and great are empty ends of envy, their mirages mistakes.
The journey is better.
What do I want for my own children when they've reached the end of their K-12 experience?
I want them to be self-aware, empathetic, community-minded individuals.
And that is what I want for all my other kids (students), too.
Our content is simply a context.
Our work is kids.
By grading classwork & homework for correctness, you are punishing students for making mistakes & rewarding for the lack of mistakes.
This sends the message that it’s not ok to make mistakes during the learning process.
This unrealistic expectation also incentivizes cheating.
Grades are only as accurate as the assessments they're based on. Poorly designed assessments will neutralize the impact of all #SBG practices. Addressing #grading outside a larger conversation about sound #assessment is peripheral & short-sighted. #ATAssessment#GFIO#sblchat
They won't if...
Heard lots of "They-won't-if's" on my journey.
They won't learn responsibility if you don't penalize late work.
They won't do it if you don't make it worth points.
They won't take tests seriously if you allow retakes.
To which I can confidently reply: They do.
I've always had my own personal goals for teaching, but this year is the first time I've had it posted by my door so students can really see it.
A student commented on it today and told me that it was nice to know teachers are trying to get better at things, too.
I avoid the word "earn" when discussing grades w/ students. It implies a transaction in which teachers compensate students w/ a grade in return for their work.
But I want my grades to simply communicate their achievement.
It's not a factory. It's a 21st century classroom.
I feel like it should be a rule that if you're planning to use the term growth mindset with students this year, you aren't allowed to average scores from assignments over time to calculate a final grade.
Like, we see how averaging sends the exact opposite message, right?
New Post! Sorry it was a day late. Hope it helps. @msnikkiwilks@TAlvarez_115
Response Cards: A Tool to Help us Address the Mess https://t.co/7P5FSk1Tk0 via @MonteSyrie
New post: Overcoming the implementation dip in standards-based grading https://t.co/QXaawuEHEW (with a plug for @GradesMatterSBG) #sblchat#AtAssessment
***Retiring @OgdenPoliceNY @ChiefChrisMears to be SCSD security director***
We are thrilled to welcome Chief Mears, as our new director of security, effective Sept. 19. Full details:
https://t.co/09IHUvgdh9