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I want to know if giving a 50% instead instead of a zero is really helping the grade system

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I want to know if giving a 50% instead instead of a zero is really helping the grade system

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I am looking forward to diving deeper into EG for better understanding.
I also look forward to learning from my colleagues who are already using the 4-1 scale.

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Thought One - I am excited t see so many people excited to explore this work Thought Two- I hope that this is the beginning of a move towards standards based grading at all grade levels Thought Three - It is nice to have our district actually supporting an d paying for this conversation

Thing One - I am excited to explore the applications with our English Learners- they are simultaneously learning a language and trying to master content standards and the amount of English they know should not detract from the amount of content they learn  Thing Two - I am excited to see where this conversation goes toward encouraging changes in grading practices on a larger scale

Question One - What kind of administrative support will sites be able to offer teachers who are willing to take on this challenge?

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The Baljeatles - Somebody Give Me A Grade

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I realize that my grading is more for the parents than for the student's benefit.

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I realize that my grading is more for the parents than for the student's benefit.

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This is a great concept to address, discuss, and create necessary change in the educational settings all the way from TK to university. Traditional grading practices lead to inaccuracies that are unproductive and unnecessary in the big picture.

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This is a great concept to address, discuss, and create necessary change in the educational settings all the way from TK to university. Traditional grading practices lead to inaccuracies that are unproductive and unnecessary in the big picture.

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Conversations around finding ways to focus on the learning and not just grades. Finding effective grading practices that are equitable.

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1.  Encouraging a growth mindset in our students means we need to be open to change too.
2.  The traditional grading system does not always encourage equity because it does not include variables.
3. We are all works in progress.

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I want to know where the meat/best pages of the book is

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Balancing equitable grading with accountability is within the current school system is difficult if not impossible

I am highly skeptical of most of the practices being discussed but am willing to see if my mind can be changed

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3 Takeaways: (1) Grading can be subjective, and that leads to problems with accuracy; (2) All of us have a story about grading that resonates with us emotionally; (3)

2 things I'm looking forward to: (1) Understanding different ways to grade and (2) whether or not those ways are better than the one I'm currently using

1 question/comment: It seems like some of the "equity" in grading will depend on teachers agreeing to grade in a way that they may not be used to. This is a pretty systemic change. How would that work?

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I want to know when the district will shift to the 1 ---4 scale so all teachers can follow it

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I want to know when the district will shift to the 1 ---4 scale so all teachers can follow it

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Never thought of connection between grades and scholarships, I get the equity in the title more now

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I'm excited to hear the successes (and failures) that my peers have experienced.

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I'm excited to hear the successes (and failures) that my peers have experienced.

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We all have common experiences related to grading. Grading is emotional for both student and teacher. Grading is directly linked to self-image and directly impacts students' identity.

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3 Takeaways: Grading can feel personal to students--they internalize it. We owe it to the students to revise our grading policies. Other teachers share similar views on grading.

2. I look forward to reading the book and finding out more specifics. I am excited and nervous to change my grading structure.

1. One concern I have is how the district will support teachers who try something new with the grading system.

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I want to know if grading homework is good or no

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I want to know if grading homework is good or no

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We are struggling with grading our students.  I'm looking forward to reading and looking at grading options for the future.

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We are struggling with grading our students.  I'm looking forward to reading and looking at grading options for the future.

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I’m excited to hear about the ways people have used this information to change their grading practices. 

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I’m excited to hear about the ways people have used this information to change their grading practices. 

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1. Grading is historically random. There is too much emphasis placed on grades. I don't like the current way of grading but am not sure how to proceed - yet. 2. Meeting other people who think like I do. Transforming my grading systems. 3. Comment - I'm excited!

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I am so excited to learn more on EG specially the 4 -1 scal

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I am so excited to learn more on EG specially the 4 -1 scal

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How some grades hurt some students.
teacher must be more mindful while grading

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I am excited to learn more about EG. I am looking forward to being more equitable. My students deserve it.

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I am excited to learn more about EG. I am looking forward to being more equitable. My students deserve it.