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high failure zone

disproportionate penalty for missing assignments

historically used to rank students

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Huge varieties in grading can arise in subjects that require "open ended" style responses – English I with Ms Carter vs English I with Ms Finn! Who gives the higher grade? 👀

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you can't make full conclusions without all of the data - weighing ALL the fish 

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you can't make full conclusions without all of the data - weighing ALL the fish 

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Incomplete Grades:

No grade until the assignment is submitted

Minimum grading (50%)

Switching Scales

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"Will we ever know what the fish weighs if we don't get it on the scale?"

Alternatives to 0:

no grade until the assignment is submitted

min grading: 50%

reduces the disproportionate penalty.

switching scales --> 0-4

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what if we change how many grades we give every day so it is more sustainable?

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what if we change how many grades we give every day so it is more sustainable?

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Interesting thought about how even rubrics themselves have bias

I like the minimum grade idea (ex: 50%) - I feel like it aligns well with DPS min. final grade

I like what Bre had to say about zeros as reminders. It makes me think that grading practices vary across teachers, grades, etc. It needs to be very, very clear what the teacher's grading policy is b/c the kids are getting mixed messages across different teachers.

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Chapter 7: Mathematically Sound Practices 

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Chapter 7: Mathematically Sound Practices 

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Clear learning targets! :)

Problem with the 100 scale:

High failure zone (60 ways to fail, 40 to pass)

Difficulty distinguishing meaningful differences

Students receiving zeros often lose motivation (so true: low scores demoralize students in my experience as a student and a teacher)

Alternatives to zeros:

No grade until the assignment is submitted

Minimum grading

Switching scales (0-4)

Lingering question: Is it the teacher's responsibility to hold students accountable for missing work (or is it the student's responsibility)?

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50% makes so much more sense than a zero to me. it's still failing. having a 50% in a class is one thing but when kids have literally 14% in class it becomes a joke imo

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50% makes so much more sense than a zero to me. it's still failing. having a 50% in a class is one thing but when kids have literally 14% in class it becomes a joke imo

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The Fish - absence of evidence - can it be judged? estimated?

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The Fish - absence of evidence - can it be judged? estimated?

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4 fish weights, 5th missing - what's the average for all 5? we cannot know the weight of the 5th fish until we get it on the scale. it must weigh more than zero.

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are we trying to punish or are we reproducing a system built on punishment because we are allergic to changing the status quo?

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are we trying to punish or are we reproducing a system built on punishment because we are allergic to changing the status quo?

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Minimum grading is a good idea, 0’s really can really hurt the student soul.

I believe The minimum grading to money saving idea is real. That money can be allocated more resources for students.

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On switching to 1-4 scale = the 0-100 scale is a social construct - how long until the 1-4 scale would adopt the same level of pressure/social expectations. I.E. Writing Test, SAT/ACT scores....

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On switching to 1-4 scale = the 0-100 scale is a social construct - how long until the 1-4 scale would adopt the same level of pressure/social expectations. I.E. Writing Test, SAT/ACT scores....

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Emphasis on not using grades as punishment!

What about zeros as reminders?

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Being open with an emphasis on communicating clearly; being accessible (easily answers questions without follow-up); clear intentions and choices in the classroom that students can understand (student-friendly)

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Must Dos and Expectations up front

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The Vows of a Rubric AND a Class (Norms - my connection)

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The Vows of a Rubric AND a Class (Norms - my connection)

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Love how you are connecting the metaphor here - AND, naming that best practice would be to continually revisit Norms, collective commitments we make to each other (like vows!) - we did many times at the start of the semester but would have been good to keep more alive; always good to reflect ...

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When we can see through our expectations by clearly, openly, and student-friendly.

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Love the scaffolding of having us define 'transparency' and then discussing how we include it in rubrics! (Great lesson design)

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Teachers:

Clear expectations

Objective grading

Accountability

Students:

Student agency

Self assessment

Goal setting

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Given a steady and unchanging list of tasks to accomplish, students can achieve what is asked of them!

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I like the idea of "Got to have" in the assignment

In modern classroom, you have "must dos" and "aspire to dos" - also helps with scaffolding

Love the see, think, wonder

I like the idea of the warm demander coming back into play

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connected and not connected

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Evidence-Based Assessment: Kelly and Anik

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Evidence-Based Assessment: Kelly and Anik

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Teachers can use assessments to ensure that grades accurately reflect student mastery and understanding of content by making sure standards, goals, and assessments are all aligned, using student friendly language, and offering multiple opportunities to practice and demonstrate mastery.

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Extra credit unfairly benefits student who have resources and are already mastering the concepts

Students in the same course with different teachers should not have differing grades; instead PLC/Subject areas should determine the weighting together

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Compelling students to complete assignments and punishing them for not. Grading behavior instead of content knowledge. Students will do whatever you tell them for a good grade and grades can be used to punish. Educators have control over when the assessment is taken, which interferes with students’ lives

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I like what Katie had to say about MC benefits consistently absent students & behavioral issues

Jigsaw answers:

Effort is all based on teacher's discretion

Timeliness is important, but the content is more important.

Students have different backgrounds in skill-based learning where they learn timeliness, effort, etc.

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How CUTE I love a storytime

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we have to remember to water our tomatoes! Kelly mentioned that there are times in a student's educational career that are more critical for attention than others

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Love the cultivation analogy

I loved the story! Great way to show growth mindset

Accurate & Bias Resistant

Motivations:

"Contingent extrinsic rewards undermine intrinsic motivation" (p. 162)

Retakes: "Mistakes are necessary for learning"

Great implementation steps!!

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Interesting pause for the cause - most any assignment we have students engage in requires skills we are not explicitly teaching - including soft skills!

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How many are we making all the time?

Perhaps develop a checklist to remind self of things to consider?

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I think it's important to distinguish between assuming soft skills and designing inaccessible tasks (language, disability, etc.) - they are both important but different considerations imo

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I think it's important to distinguish between assuming soft skills and designing inaccessible tasks (language, disability, etc.) - they are both important but different considerations imo

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Wanted to offer the term "smart" skills, a term someone else offered to me. The trend, so to speak, is to shift language to highlight that "soft" skills are not easy or weak in nature.

https://mitsloan.mit.edu/ideas-made-to-matter/10-smart-not-soft-skills-leaders

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10 smart — not soft — skills for leaders | MIT Sloan

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In her new book, MIT Sloan international faculty fellow Loredana Padurean shares 10 smart skills to help leaders manage the most complex of variables: people.

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Soft skills are assumed! (This idea reminds me of Lisa Delpit's idea of teaching students the 'hidden' skills of school)

Soft Skills: Meeting deadlines, Time management, Taking pride in one's work

Improves communication, builds positive relationships, empowers students to make good decisions

Make sure to be conscious of the soft skills students might need to complete an assignment

Love the transparency and Kelly sharing her personal experience

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Teach the content. Extra credit does not serve students equitably or send messages of what's important.

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We want the grade to reflect what students know, not how quickly they can know it.