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The word Percent literally means "out of 100". We should stick to that instead of inflating grades.

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Fair and objective, but if subjective, students should know the expectations

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Fair and objective, but if subjective, students should know the expectations

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Continual improvement

Objective categories not overall (omnibus grade)

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Have a growth mindset - Students are always able to improve grade by showing increasing understanding. 

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Have a growth mindset - Students are always able to improve grade by showing increasing understanding. 

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Finish corrections before moving on to a new skill. 

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Finish corrections before moving on to a new skill. 

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60% of a 100 pt. grading scale is dedicated to failure

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60% of a 100 pt. grading scale is dedicated to failure

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Mastery of standards and eliminates behavior management and motivational tools outside school curriculum

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Mastery of standards and eliminates behavior management and motivational tools outside school curriculum

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Formative assessments are to inform not to ding kids in the gradebook

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Formative assessments are to inform not to ding kids in the gradebook

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Minimum established score for missing work, say a 2 out of 4, to help with motivation and not tank a student's grade

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Giving zeros is not equitable and it can bring grades down to a point where students can't bring it back up.

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grades report where students end their learning, not how they got there or where they started

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grades report where students end their learning, not how they got there or where they started

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If student grades should reflect their ability why are students not held accountable for their grades? How do we put grades back on the students.

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Collaboratively grade teachers teaching the same content. 

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Collaboratively grade teachers teaching the same content. 

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encourage mistakes and the value of learning from them

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encourage mistakes and the value of learning from them

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Eliminate the 100 point grading scale

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Ensuring when grading that you are basing the grade you are giving on student work, rather than subjective matters.

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The importance of instruction between the assessment and the re-take attempt, as well as using class time to ensure equity for all students to complete and have help on the re-take.

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Providing quick feedback on specific standards/learning goals. The perks are instant feedback for students and less grading for teachers. The logistics on 32 students in one class period are challenging. Also, the metal capacity to evaluate that rapidly can be problematic.

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Help the students learn and grow. Take some of the stress and anxiety away.

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Portfolios give students an opportunity to reflect on their work

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Portfolios give students an opportunity to reflect on their work

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0-4 scale focuses more on learning and less on degrees of failure

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I think standards based grading is a good practice, I think it would take time to adjust to, and I think there would be pushback primarily from community members.

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Incrementally more challenging (ambitious yet achievable for students)

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Incrementally more challenging (ambitious yet achievable for students)

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Consideration of students IEPS - Clear Expectations and Growth Focused.

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Consideration of students IEPS - Clear Expectations and Growth Focused.

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Collaborate with students to make rubrics at the beginning of the unit. 

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Collaborate with students to make rubrics at the beginning of the unit. 

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Can't redo assessments in college or in real world

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Can't redo assessments in college or in real world

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don't move on until demonstration of understanding 

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don't move on until demonstration of understanding 

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"Allow most recent performance on a standard to reflect a student's current level of understanding without averaging in former mistakes"

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Totally support grading growth vs. maintaining poor early grades.

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Totally support grading growth vs. maintaining poor early grades.

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WL has 4 categories to grade: Reading, writing, listening and speaking, and the CDE standards are Low, mid-low, high-low, advance and more. How can we change our grades to 0-4?

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WL has 4 categories to grade: Reading, writing, listening and speaking, and the CDE standards are Low, mid-low, high-low, advance and more. How can we change our grades to 0-4?

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Retakes given after the student has shown their work to show improvement. Not just a revolving door or test taking to again "get the grade."

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Retakes given after the student has shown their work to show improvement. Not just a revolving door or test taking to again "get the grade."

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practice language as a homework is important! same as listening, reading authentic resources... etc. 

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practice language as a homework is important! same as listening, reading authentic resources... etc. 

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So, should everything be considered formative and ongoing, or is there still room for the reality of summative assessments like SAT's etc...

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So, should everything be considered formative and ongoing, or is there still room for the reality of summative assessments like SAT's etc...

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Just use good judgment and work with each kid.

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Just use good judgment and work with each kid.

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The use of a 0-4 performance scale was discussed in several articles as a means to provide equity in grading and avoid the 0-60 traditional scale pitfall that leaves students feeling like they can never recover. I can definitely see an attitude change and increased effort in my more reluctant learners since implementing this scale. I want to improve on making sure students fully understand performance rubrics for summative assessments (writing, speech) so they can more effectively self- and peer-assess.