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100 point scale vs. Standards based grading 

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100 point scale vs. Standards based grading 

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It really made sense that it is hard to distiguish the difference between a 90% and 89%. However,  that we are in a system/mindset that moving  away from that maybe difficult.

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It will be interesting how we integrate the various platforms that we use and their grading formats.

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Since reading the book we heard this but liked to rehear again

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Having a student be able to show they know the material at anytime even outside of the grading window and in their own time frame. I feel like this leaves allows student to be lazy and be a procrastinator. 

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Having a student be able to show they know the material at anytime even outside of the grading window and in their own time frame. I feel like this leaves allows student to be lazy and be a procrastinator. 

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How performances are viewed in end projects and graded

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Having to separate behavior/effort from skills mastery makes sense, but how to get the a

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Should we not give 0's and just give 60's. Or should we give incompletes. 

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Should we not give 0's and just give 60's. Or should we give incompletes. 

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Would allowing them to have their own timeline lead to procrastination? Using the test as diagnostic -what do you know now?

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Acting on what you know is right regardless of the test/teacher/or college that lies ahead, I mean I believe it but it's hard to do.

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I used to think participation and effort was more important that is really is.  

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I used to think participation and effort was more important that is really is.  

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I definitely feel that everyone learns at their own pace, myself included. However, I struggle because how does this impact reluctant learners. So if a student doesn't want to learn do they continue stay in the same class until they do.

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Allowing students to complete at any point in the year.

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Allowing students to complete at any point in the year.

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Is that really teaching them accountability and responsibility or is that teaching them they can do it when they feel like doing it?

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Can an incomplete exist indefinitely?  For example, if a student ended the semester with a 50% in biology (or weren't proficient in enough standards) should they retake the class or complete what needs to be completed on their own time.

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Can an incomplete exist indefinitely?  For example, if a student ended the semester with a 50% in biology (or weren't proficient in enough standards) should they retake the class or complete what needs to be completed on their own time.

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The idea of not having a level above "meets the standard"

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Students can't learn without feedback. "When you know better you do better." Alfie Kohn. The WHY not just the HOW.

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Types of assessments that are practical for assessments

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Students evaluating their own work. They decide what their next steps would be. Self-Monitoring. Ownership. You own your learning. It's about growth not gotcha.

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but if it is above and beyond...
What is a four then?
Or should we even have it?

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You can't learn without timely specific feedback and the chance to apply it.

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would these rules need to be changed to allow test retakes at any time - even after the end of term/semester.

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59% is an F, no need for 10, 20, 30 %...it's an uphill battle to get to 60 from 20. 80 to 90....10 points. F is an F. You can't get an F-.

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I used to think we could just modify the traditional model. No
w  I think that we need to scrap grade levels and classes and work in cross-curricular pods to meet kids where they are and then move them through what they need to know next. It takes the pressure off the timeline and allows kids to advance  based on learning as it happens.

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It's not about the teacher being the subject matter expert. It's about asking "coaching questions" in order for students to OWN their learning. Everyone learns differently. If it's wrong, ask students about their thinking, and what resources would they use to make corrections or add to the assignment. Ask questions to understand student thinking so differentiation of instruction is more effective/ targeted.

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does the learning.

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I understand that this PD is meant to help us move forward and the way we have done things isn't necessarily the way we are going to be doing things. However I felt a little discouraged with the tone of the presentation. Saying that we have broken the law about how we have graded seems a little harsh.

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going to get the community on board?

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We teach in ways students learn best; not the way I (teacher) learns best.

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But our kids need zeros to motivate them.

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But our kids need zeros to motivate them.

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We know because we tried this year.

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that set different standards for students?

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The flawed and unethical way school have been grading for so long. I was shocked about the legal implications of incorporating non content related scores.  One quote that really stood out to me was not scoring participation because participation looks different for introverts and most participation is scored on extrovert behaviors.

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I used to think the mean of scores was the best way to get the “average” grade for student but now I think the mode and median are a more accurate representation.

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All of. It’s definitely a shift in mindset about not only grading but what is school, what is the purpose of assessments and what is best for learning.

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As a district we have moved in this direction. However, I am not sure the retake and editing mindset with students has taken place. Most want to just get it done or over with. I think if we are to move to standards based this mindset needs to be shift with students and parents.

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for Assessment and Grading.
This can be one of the goal we can put in place as part of Family Engagement program.

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(In the future maybe???)
This could be one way to connect with families and the community. Sort of like an open market which features the accomplishments/outputs of our students per class.

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I think this would be a great topic for further discussion and possible PD.