# data[].attributes.body
It is extremely rare students who knows absolutely nothing about a concept that was taught, so assuming a zero almost never absolutely represents a student achievement. The 0 also disproportionately punish students when used within a 0 to 100 voice scale.

# data[].attributes.body
The 0 to 100% scale emphasizes failure over success and offers so many fine gradations that are not only unnecessary but That makes it susceptible to error and variance.

# data[].attributes.body
Minimum grading can correct the problem update 0 to 10% of scale

# data[].attributes.body
The 0 to 4 scale is more oriented Sports success, it is simpler to understand and use, and is less prone to error and variance.

# data[].attributes.body
Averaging a student's performance over time results in an inaccurate description of what a student ultimately learned and inequitably lowers grades for students who took a longer time to learn and demonstrate proficiency.

# data[].attributes.body
Most recent performance can accurately and equitably describe their achievements

# data[].attributes.body
Assigning a common grade to all students for their group work confuses purpose of collaboration:to capitalize on a diverse learning needs and strength of peers to increase learning.  it rewards them for working together to create a product regardless of whether each student learned from that groups work

# data[].attributes.headline
Encouraging productive group work without a group grade

# data[].attributes.subject
Encouraging productive group work without a group grade

# data[].attributes.body
Awarding grades based on student learning subsequent to the group work refocuses students on its purpose and provides us with opportunities for core formative feedback.

# data[].attributes.body
Eliminating extra credit helps us to immunize our grades from inequalities, no longer rewarding and penalizing students based on their environments are resources. This will add credibility and value to the required curriculum and assignments.

# data[].attributes.body
If the work is important it should be required.If a student completes a task and it is not up to par allow them to redo it/ or showing alternative ways of mastery.

# data[].attributes.headline
Grading The Work, Not The Timing Of The Work

# data[].attributes.subject
Grading The Work, Not The Timing Of The Work

# data[].attributes.body
As much as we want students not to miss deadlines Entering a low grade effectively ends learning for students. we shall allow late work to be submitted, perhaps with a non grade consequence

# data[].attributes.body
We never want students to cheat. when we incorporate these misbehaviors into a grade we warp the accuracy of the grade to describe students academic performance. Punishments for cheating should require students to complete assignment or assessment, A non grade consequences  should be included.

# data[].attributes.headline
Excluding Participation And Effort From The Grade

# data[].attributes.subject
Excluding Participation And Effort From The Grade

# data[].attributes.body
It is inequitable to include student behavior in a Grade. Waiting categories such as participation and effort reward and punish students based on subjective criteria and are flush with opportunities for implicit bias

# data[].attributes.body
Grading homework is an unreliable measure of students knowledge of a concept. Homework also has the negative effect effect of rewarding and penalizing mistakes and incompleteness. Putting too much emphasis on homework Encourages students to earn points by "any means necessary".

# data[].attributes.headline
Grade Based Entirely On Summative Assessment Performance

# data[].attributes.subject
Grade Based Entirely On Summative Assessment Performance

# data[].attributes.body
A great reflect only a student's level of Mastery in a subject, leaving only a student's performance on a summative assessment. we should think more broadly about summative assessment design and the evidence of students knowledge to ensure that a student's have the means to demonstrate their knowledge

# data[].attributes.body
Grades should not be used as a means of control for students.  Teachers should create a classroom culture which is inviting and invites the students to learn in that environment.

# data[].attributes.body
Extrinsic motivation techniques in traditional grading are just not effective, they undermine intrinsic motivation which is  critical for genuine learning.

# data[].attributes.body
Equitable grading practices allows and even encourages mistake making as a means for learning. To do so, classrooms must create opportunities for redemption in which students can correct their errors and misunderstandings

# data[].attributes.body
A 1 to 100 point scale is mathematically on sound. grade minimums motivate students by offering them an opportunity of redemption and communicates that success is possible even when there's early failure

# data[].attributes.body
Renaming the way we grade assessments Will provide Clarity for students to understand shortcomings and motivate students to look at their performance and themselves differently. The phrase “ Not yet met standards”  implies that a student can improve on that performance

# data[].attributes.body
Implementing procedures for students to retake and redo assessments motivate students to learn from mistakes

# data[].attributes.body
Do we really want to open the door to retakes?

Is a retake having a student just do the assessment a second time?

Could I be stuck giving retakes on chapter 1 till the end of the term?

If a second, third, or more chances are allowed, could a retake process go on forever?

How will I “Force” students to retake?

Do retakes prepare students for college?

# data[].attributes.body
There are many questions surrounding retakes such as should the student retake the entire summative assessment, or just the content they failed? Oh, what happens between the original assessment and the retake, should retakes the optional or mandatory. Groups Committed to equity-based grading should require redos on all assessments where students have not achieved standards met

# data[].attributes.body
Rubrics help to make evaluations consistent. It identifies for students what type of product they should product and the various levels of achievement for those standards. They are bias resistent.

# data[].attributes.body
What positives have you noticed in you Standards Based Grading so far?

Have you adjusted anything? If so what and why.

# data[].attributes.body
What negatives have you noticed in your Standards Based Grading so far?

In your experience what has made this element implementation difficult?