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1) When other factors are included in a students grade (such as homework) it  does not fully represent a students achievement level

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1) When other factors are included in a students grade (such as homework) it  does not fully represent a students achievement level

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2) To grade students based on participation is not gearing to all students needs especially those who may be more shy. Then those students are at a disadvantage and will consequently not score as well.

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One point that resonated with me was how the average grading over the course of a semester/year hurts students. It is such a common practice but has so many problems and issues.
Another point that I found interesting and almost disagree with was that grading changes need to be teacher driven and the responsibility of each individual teacher. While this sounds good in theory, changes need to happen within administration and there is too much room for error.

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1. clear target and dont move target-teach transpericy

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1. clear target and dont move target-teach transpericy

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2. do h.w for you (do better on test) teach accountability

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1. Homework is telling students it is okay to make mistakes and then grading their mistakes and showing them otherwise.

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1. Homework is telling students it is okay to make mistakes and then grading their mistakes and showing them otherwise.

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2. Motivating students intrinsically with homework is possible but incredibly difficult.

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Getting to know your students can help you overcome some of the issues faced with when grading.

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1. when you give students homework and only give them a completion grade, you are providing students with the wrong motivation to complete their work. This will inflate student grades.

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1. when you give students homework and only give them a completion grade, you are providing students with the wrong motivation to complete their work. This will inflate student grades.

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2. Teachers often see grading as one of the few opportunities to make their own professional decision because they're often told what to do in terms of lessons, curriculum, and schedules.

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 1. Averaging students grades misrepresents their level of mastery- for the student who had resources beforehand they can come in at the beginning and do much better (inequitable-perpetuating disparities before students come into class)                          2. Going through the motions of learning- evaluating student behaviors in class (getting points for bringing materials each day and grading homework for completion) gives false feelings of mastery

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 1. Averaging students grades misrepresents their level of mastery- for the student who had resources beforehand they can come in at the beginning and do much better (inequitable-perpetuating disparities before students come into class)                          2. Going through the motions of learning- evaluating student behaviors in class (getting points for bringing materials each day and grading homework for completion) gives false feelings of mastery

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participation grading is very culturally specific because students learn in different ways and sometimes life is going on outside the classroom, impeding their ability to participate.

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1. how do you foster intrinsic motivation for learning content? specifically with younger grades?
2. averages perpetuate inequity in grading!!

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1. Even in college, I got teachers who graded for completion
2. When the principal asked the teachers about grades, first response was who tattled and whose grade do I need to change

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You have to be careful that you don’t misguide student’s based on grades.. if you include behavior in grade 

It’s more of a 21st century skill to recognize when to practice something (homework) in the real world people don’t pride you for the practice you do in your own time 

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1 teachers have a choice (ownership) in how we grade to make it for equitable for students

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1 teachers have a choice (ownership) in how we grade to make it for equitable for students

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2. clear target and don't move that target, teach t

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Grading should not be on behavior but on knowledge . Grading should be in Growth of the student overall .

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grading is not conducive to learning because learning is about getting better over time. the early scores pulls down the final grades and the average doesn’t reflect their growth in learning

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1. Averaging grades all together causes inequitable outcomes
2. Grading is heavily linked to teacher identity

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1) The tradition of averaging grades at the end of the year is altogether unequitible because those students who had resources and privadges, like academic summer tutoring are going to come in miles ahead of those students who haven't had access to those privileges. Meaning by the end of the year the students who performed well off the bat will have higher grades than those who didn't perform as strongly early in the year. When we include their early scores they pull down the final grade, misrepresenting the level of mastery the student has ultimately displayed.
2)The way that teachers interpret student behaviors are through a culturally specific lens

“Whose norms are the teachers applying when they are grading students on participation?”

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1. grading based on participation (how many times a student speaks or how many notes they take etc) is unfair because people participate in different ways
2. letter grading for students that start with As and end with As versus students that start with lower grades and end up with higher grades, the latter still shows learning and deserves a good grade at the end without the previous grades dragging the overall grade down

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1. Due to a variety of moving factors (extra credit, late work, participation etc.) two students can perform exactly the same but receive different grades.
2. When we grade a students behavior we are grading them through a bias lens. The problem is we are imposing on our students what we think successful learning looks like.

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1. "I have to navigate grading systems that may seem foreign to many of our students."
2. "Homework is a filter for privilege."

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1. Grades should be based on academic achievement and knowledge not on arbitrary things such as remembering a pencil. This will ensure that grades are reflective of what a student knows and they will be able to set realistic goals moving forward.

2. Homework should not be included in a final grade. Homework is student's chance to practice what they learned in class that day and see if they understand the material - it is still part of the learning experience and not the final product of education. (It should be more of a formative assessment than a summative assessment).

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1. Based on students home life and the resources they have available that would allow them to efficiently complete homework (low SES/high SES). Grading homework rewards those who have availability to those resources and punish those students who do not have availability to those resources.

2. The problem with averaging students grades over time is that for the students who always did well, will do well overall. However, those who are still learning as they go and receive okay grades throughout the semester but then get better at the end will have poor averages. We need to see their growth over time.

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We need to have students talk about their achievements and goals in terms of the academic language related to that subject - "I need to be able to apply this...to this...in order to reach my goal" rather than "I need 2 more points to get an A"

In the same vein, we need to steer students away from thinking that school is just about amassing points and how much stuff you do, and more about what you know and what you can do.

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Grades should not be an incentive.
Completion grades are still present even in college.

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1. Grading actually shows privilege and accessibility
2. Sometimes a student will not show progress through grades and this can really hurt their confidence and where they end up in the future

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1. Cumulative grading doesn’t show growth and penalizes students for coming in with less knowledge than others, giving them a disadvantage to start off with.
2. Learning just to earn a certain score doesn’t make for engaged and lifelong learners.

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1. We have inherited the same grading practices since the industrial revolution and it should be much much more dynamic

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1. We have inherited the same grading practices since the industrial revolution and it should be much much more dynamic

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2. grading is often left out of the conversation between educators

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1.Giving children extra points on other things like "bringing in materials" can potentially hurt the child in the long run because those extra points will boost their over all grade and it not an accurate reflection of how well they know the content.

2. When you give homework as a grade you are essentially rewarding the higher income children because factors such as resources extra time/help etc  can all contribute to higher grades.

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1. It is so important to recognize the negative consequences of using grading as classroom management, giving grades for student behavior and participation misrepresenting data from what students know and understand from what they have learned or not learned yet.

2. Emphasizing to students that they should only be completing HW for themselves and not for the teacher. HW should not be graded and instead given to students to practice and explain to students that they are responsible to this themselves and to only practice the parts of HW they feel that they need more practice with. Students should be recognizing what and where in the learning they need improvement not how many points they need.

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1. Focus on end of lesson grades rather than assessments during lesson instruction. When you average grades that take place during instruction,  more advantaged students face the benefits of the resources that are available to them elsewhere but disadvantaged students do not.

2. Homework lends itself to students who have more access and resources, therefore grading homework can be harmful to disadvantaged students.

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1. Using grades as a classroom management strategy is problematic because it miscommunicates to the student where they are content wise
2. "Just because a student isn't taking notes doesn't mean they aren't learning and just because a student is taking notes doesn't mean they are learning"

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1. Beginning assessments should be used to measure growth .... should not count towards final grade!
2. Students should not be doing homework for the teacher and a grade, they should be doing homework for themselves to help practice and learn.

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1) don't include early performance grades in the final grade.
2) Homework - shouldn't be graded. Phrase to the students that they should do homework to benefit their performance on the test. And they only have to do the amount of homework that will help the on the test.

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1. Inequitable systems remain in place because we teach the way we were taught. If we were taught inequitably, we think that's how teaching (and grading) works, and end up perpetuating an inequitable system
2. We need to revolutionize what learning at home ("homework") looks like. Homework, even just graded for completion, is a reflection of student access & resources at home, not of learning or growth. Learning at home is happening every day, and does not need to be boxed into inequitable representations of academic proficiency.

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1. By grading homework we are rewarding students for resources they have access to. 

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1. By grading homework we are rewarding students for resources they have access to. 

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2. By connecting grades to learning topics, students can find direction and purpose within the grades.

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1. Do not average all assessments together. Whether students do well on the beginning assessment is based on privilege, specifically what they did that summer, previous teacher, or accessibility to resources.

2. Awarding students points for bringing in materials is giving students an inaccurate view of the grade they are truly at.

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Not "I'm two points away from an A" but "I'm (this skill) away from an A"

The grade should represent learning to make the grades actually beneficial. Grading is not about being "nice"