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Lead teachers to believe: Grade to teach students, not to control them.

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Making sure that I model or communicate the practices highlighted in the book as well as dissolve practices that perpetuate inequities of any/all PD or PLC's or Book Studies. Have conversations/work be anchored in the accuracy, bias-resistant and motivational. With topics associated with grading or assessments.

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It is inequitable to include students behaviors in a grade. Weighted categories such as participation and effort reward and punish students based on subjective criteria and are flush with opportunity for implicit bias. Instead, when these categories are not included in a grade, students can be taught how participation and effort are means for learning, not ends in themselves.

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"We're teaching more honestly and equitably, and therefore giving more dignity to our students and their families by making the grade only about what a student knows." p. 148

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"We're teaching more honestly and equitably, and therefore giving more dignity to our students and their families by making the grade only about what a student knows." p. 148

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Figuring out effective and powerful ways to make the case for equitable grading.  Scenarios, activities, real-life examples, etc. will be required for effective PD.  Relying on staff to read the book and/or react to a set of slides will not be enough.  Have to create an immersive experience for teachers that establishes a wide path to the goal of equitable grading.

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Figuring out effective and powerful ways to make the case for equitable grading.  Scenarios, activities, real-life examples, etc. will be required for effective PD.  Relying on staff to read the book and/or react to a set of slides will not be enough.  Have to create an immersive experience for teachers that establishes a wide path to the goal of equitable grading.

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How

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How do we help teachers understand that even though they are not "racist" their grading practices can be inequitable?

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p. 139 -
"...students actually already understand the concept of practicing not for immediate rewards but for performance in the future. We need to help students understand how academic practice is no different."

How do we get teachers to understand this - that relevant content and feedback will support student learning and growing?

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Prompt - Perseverance and resilience are so important, shouldn't students be rewarded when they show effort?
Answer - Yes and no.  Only when hard work gets us closer to a goal.
Feels a little like a double standard or an "out" relative to the topic of participation as a topic prior to effort. There is a correlation between the two.

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Creating extra credit assignments means that the teacher creates assignments in addition to those she already created in the required curriculum. Why create additional tasks and obligate ourselves to grade additional assignments if our initial assignments were designed to teach the content?

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How can teachers recognize effort and participation outside of including it in a grading system?  It is important to connect effort and participation to school, life and career success.  This is a bedrock of educator values.  Modern day /Horatio Alger stories? Grit Growth Mindset? Hope Index? Other?

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How can teachers recognize effort and participation outside of including it in a grading system?  It is important to connect effort and participation to school, life and career success.  This is a bedrock of educator values.  Modern day /Horatio Alger stories? Grit Growth Mindset? Hope Index? Other?

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How do we shift the thinking of all of our stake holders?  How do we get to the point where students are doing homework because they want to learn?  What will that transition period look like?  Do we have good enough assessments to base a grade on summative assessment scores and not homework?

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How do we shift the thinking of all of our stake holders?  How do we get to the point where students are doing homework because they want to learn?  What will that transition period look like?  Do we have good enough assessments to base a grade on summative assessment scores and not homework?

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(no pg #, just thoughts...)

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If we truly believe in and want to adhere to the Bias-Resistant pillar's Driving Principle, then the only thing that gives us valid infomation about student's knowledge and minimizes our implicit biases is students' performance on assessments. 142

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If we truly believe in and want to adhere to the Bias-Resistant pillar's Driving Principle, then the only thing that gives us valid infomation about student's knowledge and minimizes our implicit biases is students' performance on assessments. 142

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This isn't an argue, more that I wonder what all foundation must be built before this can be true.

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I'm drinking the koolaid - I honestly don't argue with any of it!

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Grades to Teach Students Not Control Them

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Grades to Teach Students Not Control Them

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Page 111: Grades should be based on a student’s content knowledge and not extra credit, or penalizing for lateness, homework completion or participation. Page 115:Teachers need to understand and use bias-resistant grading practices. Page 117:If a student gets penalized for cheating, then the grade doesn’t truly reflect their content knowledge. Page 118: The real irony of assigning a zero for cheating is that it lets the student of too easy.

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Page 111: Grades should be based on a student’s content knowledge and not extra credit, or penalizing for lateness, homework completion or participation. Page 115:Teachers need to understand and use bias-resistant grading practices. Page 117:If a student gets penalized for cheating, then the grade doesn’t truly reflect their content knowledge. Page 118: The real irony of assigning a zero for cheating is that it lets the student of too easy.

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Hard work without effective strategies that lead to success isn't what we want to encourage.

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Under more equitable grading, we don't let students off the hook; giving full credit for late work shows that we expect them to complete the assignment and requiring the student who cheats to redo the task shows that she doesn't get to opt out of learning.

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Equitable grading that is accurate and bias resistant includes NOTHING other than a student's summative assessment results. p 143

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Equitable grading that is accurate and bias resistant includes NOTHING other than a student's summative assessment results. p 143

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We need a grading system that prevents our implicit biases from "infecting" our grades...our grades need to be bias-resistant.  p.111

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We need a grading system that prevents our implicit biases from "infecting" our grades...our grades need to be bias-resistant.  p.111

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We just have to stop relying on our grading as a classroom management strategy, believing that grades is the language that students can hear. p. 147

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"The disparate outcomes of our schools have been persistent and wide ranging, and GRADING has been a key mechanism of our schools to perpetuate disparate outcomes and makes it too easy for it to predict a student's achievement based on their race, native language, special education needs, and family income."

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We want our grades to be accurate reflections of a student's level of content mastery and not be lowered because of how we judge aspects of the student. Importantly, we also do not want to raise students' grades because of their circumstances or identity. pp 112