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The hardest part is communicating progress to students so that they feel more empowered to monitor and take charge of their own learning.

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The most difficult part is being able to meet with all students from various classes, and sharing grading with my co-teachers.

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In English, the standards spiral. So, in theory, every 11th grader has "cited effective evidence to support their claims". One of the major differences that changes from grade to grade is the complexity of the text. So, if the standards are the same (relatively) across the years, how can we help to show the growth? Kids think they "met standard" last year, but they can't tell the difference between relevant evidence and irrelevant evidence.

Also, how many times is it appropriate to assess the same standard in a given marking period? Is there a magic number? 3? 4? 18?

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How to give meaningful feedback that is aligned to mastery based grading?

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Sharing grading and being on the same page with co teachers

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Motivating students to keep going and work harder despite them not "doing well"

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The hardest part is motivating students to take charge of their own mastery.

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ML  Figuring out to let go of using "participation points" as a way of punishing students for behavior instead of grading based on what skills they can do.

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ML  Figuring out to let go of using "participation points" as a way of punishing students for behavior instead of grading based on what skills they can do.

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The hardest part is grouping students based on their mastery level.

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I don't know how to do this at all!
Where do I start? I have a system that needs to be more precise (not sure it reflects what students actually master).

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I have a co-teacher who knows what she's doing. Ergo, I have no challenges.

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Getting it done fast so it doesn't take so long and student ownership in their own learning.

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I have to not only differentiate across content mastery levels, but also English proficiency levels and I also need to translate. That could lead to six or seven variants of each text and/or activity and that doesn't feel sustainable for me.

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All students are individuals with individual needs and grading serves 2 purposes for me: to readjust the teaching to meet students' individual needs and to allow for students to work on implementing the actionable feedback that their peers and I provide.

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Laura Cannistraci
I have a system in place with student friendly rubrics. The biggest challenge is when students do not grow from the feedback. At times students are not open to the concept of next steps.

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Helping students understand the language itself of the standards.

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Alec "the best teacher in cobble" Montalvo  

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Alec "the best teacher in cobble" Montalvo  

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The biggest challenge is when different assignments
call for different rubrics and all the many different mastery styles.

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Communicating their progress to students and keep students accountable and motivated to work harder and try on skills

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Determining which method is best for each type of work. Depending on what the student work is, sometimes Mastery-based grading is preferable.

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Getting students to read the feedback and take it to heart instead of thinking of it as (bad) criticism.

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How to know and meet the individual needs of the students

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Figuring out how to create clear assessments that are directly tied to standards.  Figuring out how to address all of the standards we are required to get students to master.