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Social Studs--
Use this Padlet to share your thoughts about the article on grade accuracy and meaning.  Please reflect on what you LIKED in the article, and what QUESTIONS you have.

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"Instead of making everything graded, have students do some class work as practice, in preparation for a task that will be graded."
By grading products, not practice, I think we have the opportunity to reduce the burden of grading as well as focus on the outcomes we want for our students.

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I know we need to find tech regarding the grading policy we chose, however if we are "bound" to SIS, can it easily work?

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In order to really have meaningful discussion and grading policy, Admin needs to give us autonomy in our classes to do such. Will they?

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LOVED the effectiveness, clarity and diagnostic qualities of the Single Point Rubric!

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I agree with the idea that we need to be clear about our expectations for student learning and be sure that we have actually taught the skills that we expect students to demonstrate.  Not grading all the assignments certainly gives the teacher more time to focus on what is important and what really does need to be graded for student feedback.  Naturally, students still need some sort of feedback for practice assignments, but this doesn't have to result in a grade in SIS.

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I agree with the idea that we need to be clear about our expectations for student learning and be sure that we have actually taught the skills that we expect students to demonstrate.  Not grading all the assignments certainly gives the teacher more time to focus on what is important and what really does need to be graded for student feedback.  Naturally, students still need some sort of feedback for practice assignments, but this doesn't have to result in a grade in SIS.

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A concern I have is the "late policy".  It's important to the student as well as the teacher that assignments be submitted in a "timely manner" whatever that means.  I don't want students to think that it's just O.K. to get to this assignment when they feel like it.  I do understand that there can be student circumstances that need to be taken into consideration.  I think promoting the importance of submitting assignments on time is an important "life skill" that we should expect from our students and a habit that students should develop which will serve them well throughout their lifetime.

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Question - I have a slight question with her analysis of late grades.  I agree that students should not be penalized for late work, and that there never is a 'one size fits all' that can effectively explain why all students turn in late work... but is it that simple? I think that creating a culture where late work is consistently accepted has its own problems.  I believe that it creates an incentive for students to not take responsibility for their own work.  More importantly, I think that it can actually impact students' ability to master content effectively.  

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Question - I have a slight question with her analysis of late grades.  I agree that students should not be penalized for late work, and that there never is a 'one size fits all' that can effectively explain why all students turn in late work... but is it that simple? I think that creating a culture where late work is consistently accepted has its own problems.  I believe that it creates an incentive for students to not take responsibility for their own work.  More importantly, I think that it can actually impact students' ability to master content effectively.  

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I liked the reflection as to why the current grading system may be unfair.

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Chris E. here (not sure why I can't switch between personal and school Google accounts, alas...)

Several pieces of this article challenged me to consider how my grades might reflect A. behavior, not content mastery, or B. assessment of skills I've not personally taught them.

Left with a few questions, though:

1. I think we all love the idea of detailed, individualized feedback for each student -- but how can that be combined with multiple classes each with lots of kids, all of whom churn out lots of WRITTEN product (because that's the means by which they'll be tested in May)?  There's what *should* be, and then there's the reality of what *can* be.  Those of you doing this who teach classes with a lot of writing to assess -- how do you wed them?

2. Following off of #1, I of course love the idea that "not all assignments need to be graded."  As an ideal, that's a tremendously liberating thought.  But they do all need to be ASSESSED, right?  If so, is there a degree to which this is a distinction without a difference? If I still have to take the time and effort to assess a student's work, then whether or not they get a "grade" in SIS is irrelevant to me (even if it's not to the student...)

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"Dogfooding" is a truly disgusting term for a really important idea. Can I write a coherent APEC given this prompt? Can I actually answer these questions given the information in this article?

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This part resonated with me because I often assume that students have certain skills by the time they make it to 11th and 12th grade. I am always focused on content because that is what IB is looking for in student's essays...but if they don't have the necessary skills to communicate the content, then all is wasted.

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I often wonder if students really read the rubrics that I fill out when grading their assignments.  I think that many students look for the number and then put it away...or possibly the rubric I have created it not something they really understand.  If we recopy the info from our IB curriculum guides, I know the kids are probably not reading most of it.  The single point rubric seems to be a very basic yet effective way to give feedback maybe not on every assessment...but on some of the less complicated ones.

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I like the idea of the decaying average... Making assignments worth more as the year progresses and skills are more refined.  I think this would work especially well in a rolling gradebook and is something I plan to implement.  It doesn't punish students for work they do at the beginning of the year when they are learning how to adjust to your expectations/ class structure.

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I like the idea of the decaying average... Making assignments worth more as the year progresses and skills are more refined.  I think this would work especially well in a rolling gradebook and is something I plan to implement.  It doesn't punish students for work they do at the beginning of the year when they are learning how to adjust to your expectations/ class structure.

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The issue I have with the article is the topic of grading students on material they or may not have been able to work on the project with their parents. We need to assess students learning rather than the completion of the task. 

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The issue I have with the article is the topic of grading students on material they or may not have been able to work on the project with their parents. We need to assess students learning rather than the completion of the task. 

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Even though talked about the grading of behaviors within the article. High school is an institution that is supposed to get students ready for life where they have independence and a need to advocate for themselves. They make the point of grading late policies and the no excuses syllabus. That's a reality in the world. Jobs have deadlines and colleges have deadlines. They grade on neatness and correctness. So even if the student had well supporting arguments it doesn't take away from the article being unorganized or poorly put together. 

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Even though talked about the grading of behaviors within the article. High school is an institution that is supposed to get students ready for life where they have independence and a need to advocate for themselves. They make the point of grading late policies and the no excuses syllabus. That's a reality in the world. Jobs have deadlines and colleges have deadlines. They grade on neatness and correctness. So even if the student had well supporting arguments it doesn't take away from the article being unorganized or poorly put together. 