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“English speakers with dominant culture accents are more intelligent than non english speakers or those with different accents.”

Unfortunately, I have this bias, not so much with spoken language, but with written language. I need to do better about consciously looking past my initial bias that associates “proper English” with intelligence and education.

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I want to do a better job of sharing “illustrative examples of students’ performance or samples of students’ work” with my students.

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“Males are smarter, more trustworthy, better leaders, more responsible, stronger, and more honest than females.”

I found this interesting because I actually feel the opposite on a couple of these stereotypes. Maybe it’s because I’m a female, but I don’t feel like society says that males are more trustworthy or more honest than females.

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"Richer people are smarter, more trustworthy, more responsible, and deserve more aspiration and grace than poorer people."
With my personal experiences, I realized that classmates who were in the middle class or above had much more resources than I. However, I was able to keep up with my studies, was just as responsible and trustworthy as my other more affluent classmate. My family lived in a "hand to mouth existence" and, as a result, I did not have the books that may have led to an easier experience in school. With due respect, i felt my teachers were fair and provided me with all the opportunities as any other child.

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After having taught many years, I always truly believe that 'Exceeds Standards' measures a different standard and it does "miscommunicate what is measured." It does involve a "higher level skill of analyzing or synthesizing" and should, therefore, be measuring a different standard. In report cards, I would explain to a parent the extent of how well their child had improved on the skill of analyzing and synthesizing.

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"English speakers with dominant culture accents are more intelligent than non english speakers or those with different accents."

I want to improve on my interactions with students who are non-English speakers. I absolutely do not believe this is true because I had students who entered the school without the ability to speak or understand English, however, they always exceeded the expectations of teachers in their ability to overcome the language barrier. Hopefully, I will provide more one-to-one attention, visual cues when necessary, and other assistance to make their transition easier.

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 "We must develop the courage to expand our imagination to envision a world where these ideas, like the bacteria, become extinct."

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 "We must develop the courage to expand our imagination to envision a world where these ideas, like the bacteria, become extinct."

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"We must develop the courage to expand our imagination to envision a world where these ideas, like the bacteria, become extinct." I am using the same quote as before because courage is the key word for us to make major changes happen.

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"We must develop the courage to expand our imagination to envision a world where these ideas, like the bacteria, become extinct." I am using the same quote as before because courage is the key word for us to make major changes happen.

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“[Exceeds Standard is] More than we expect, but we cannot tell you precisely what that is until we see it!”

A few weeks ago, I forced myself to think through what my “skillful” rubric category really means, and this quote is pretty close to my initial response. Eventually I identified a few concrete details (good syntax, etc.), but none of them were directly related to the specific rubric criterion. Once I realized this (and saw it reflected again in this reading), it felt like a “smack my head” in disbelief moment. How could I have used categories like this for years without really knowing what I meant?! If I couldn’t articulate what I was looking for, how on earth could my students?

Kathy M. (community college English teacher)

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The reading about “exceeds standards” reinforces what I already know about the importance of clear standards. (Now I just have to work on clarifying my rubrics!)

Quote: “The problem with that, however, is it changes the standard. As soon as you make the task more difficult or move the learning expectation to a higher and more advanced level, you have changed the standard and altered the goal.”

Kathy M. (community college English teacher)

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Not only do I want to develop clear standards for each criterion on my rubrics (and eliminate “skillful” as my “exceeds standard” category), but I also want to figure out this: "This does not imply that exceptional performance should go unrecognized. Not at all. A grade that denotes truly distinguished performance can be useful in many instances."

What does that look like? How do we "denote truly distinguished performance"? Do we just comment on it? Is that enough recognition? Even if I don't grade an assignment, how do I translate that exceptional effort (multiplied by several assignments potentially) into a letter grade at the end of the semester?

Kathy M. (community college English teacher)

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The article about the “Exceeds Standard” label makes me feel so ambivalent. I certainly understand the argument it’s making, but as a somewhat-recent English teacher (I’ve been in admin for the past 4 years) I feel that there are standards that I want all students to achieve that demonstrate their proficiency in the subject--but I also want to be surprised by risk-taking and originality and sophistication. This quote to me just intensifies my ambivalence:

“Evidence gathered from parents and families shows that many find the label “Exceeds Standard” to be vague and difficult to interpret. The message it implies to them from educators is: “More than we expect, but we cannot tell you precisely what that is until we see it!” Such imprecision troubles parents, especially those who encourage their child to strive for the highest grade possible in every subject.”

The first two sentences sell me on the argument to get rid of “Exceeds Standards” but the last sentence does just the opposite. Why should we cater to parents who are more grade-focused than learning-focused?

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Short reflection from a highly privileged educator (Brandon Rogers)

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Short reflection from a highly privileged educator (Brandon Rogers)

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As a white cisgender man (and even more “privilege” boxes to check than that), I try my best to be aware of the systems of oppression. At my school, three out of the four people in top leadership are also white cisgender men--and we are all aware of it. Learning about these issues is one thing; acting on them is another. We/I clearly have work to do.

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Our school has been spending a lot of time re-thinking our grading policies and practices--and is coming from a recent history in which the school leaders proudly did not “accommodate” for any student. In my role as a principal, I need to help teachers navigate between “holding students to high expectations” and “providing equitable access to learning for all students”.

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"Exceeds Standards" hit an important nail on the head for me, as I feel so strongly about trying to be clear and transparent in my expectations for students. If, on my single point rubric, I assess student(s) as exceeding standards, then shouldn't I return and reconsider the standard? To me the beauty of the single point rubric is that it provides a clear target standard, and offers me the ability to reflect on the strengths and areas to develop in a student's work, as they grow/learn.

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"We can use our language, our practices, and our relationships with each other to create a universal sense of belonging." I consistently wonder how to do this, and the best way I find to date is really active listening (which I am not great at, but working on). Assessments should be designed for students to learn, about the course content, and about how they learn. I am working to offer a variety of assessments, ways in which I can learn about my students, and they can learn about how they learn best. Is it in class discussions? in online discussions? in quiet reading/note taking? in problem set work with a partner? in preparing for and taking the big test? or in a case study, with a team or individually? I believe my job is to help each of them find their "medium," where they can thrive.

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I really connected with the Guskey piece, though I would argue that some stakeholders would see "Exceeds Standards" and "Advanced" as the same. At GOA, we use Advanced/Mastering/Developing/Not Enough Evidence. In the first week, a student reached out wondering why he wasn't getting "Advanced" scores, and my answer was simply that he hadn't had enough practice with the standard yet.

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I feel like I knew the ideas that fuel oppression, but I enjoyed the metaphor of the bacteria.

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I feel like I'm always struggling with grading. Depending on the assessment, it's an always-changing reshuffling of kids who are meeting the mark and those who aren't. Defining those "advanced" kids can really be the struggle.

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I feel frustrated and challenged and aware of the need for change and yet I am not sure of the direction or shape of that change, yet. I grade with MYP Rubrics and I find the difference between landing in a 5-6 band and a 7-8 band to be so open for interpretation: Justifies ideas vs Justifies ideas in detail. Or worse, Justifies ideas with guidance vs Justifies ideas. How much guidance is too much? How many details is detailed? I appreciate both of these articles for making me continue to rethink what I am valuing.

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That whole list of 10 things - and then the plus one - it's jarring to see it written down and yet also refreshing. Let's put it out there. Imagine what that poster on the wall would look like? Let's call it as it is - until it is not.

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I want to be more vocal about practice that is exclusionary. I think it is fine to "be aware" but I agree with Brandon that "learning about issues is one thing; acting on them is another". It is not easy to be that voice that challenges but it is a lot easier than to be without a voice at all.

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The article about the language of rubrics reinforced something i've felt about transparency and achievement. This message that the article says educators often promote -- “More than we expect, but we cannot tell you precisely what that is until we see it!” -- rings true.

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I know the Big 10 exists in classrooms and the world we live in and interact with. It is interesting to see it outlined in this manner, that provides clear definitions for the kinds of inequities that students (and teachers) face.

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I think for me the part I would like to do is change the label from exceeding to "distinguished" or "exemplary". The other thing I would like to do is expand on the criteria. I often co-construct the "look-fors" for a level 4 with the students but think that this needs to be more clear.

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"We must develop the courage to expand our imagination to envision a world where these ideas, like the bacteria, become extinct."   This idea of seeing our classes as "ecologies" or "ecosystems" helps me think about how to I create the conditions where learners thrive and extinguish conditions that harm.  This reminds me of the work that composition scholar, Asao Inoue, has done; he, too, uses this language of the classroom as "ecology" or "ecosystem."  I love this thought he shares:  "We might think of the assessment ecologies we cultivated with our students as places that invite us, urge us, move us to love our students and their writing labors into being, to attend to them without ranking."

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I do believe grading using a rubric leaves much to figure out, both for parents/students and teachers.  So much is subjective and leaves parents feeling confused about what is expected from their child.  

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I do believe grading using a rubric leaves much to figure out, both for parents/students and teachers.  So much is subjective and leaves parents feeling confused about what is expected from their child.  

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Jessica                                  This article reinforces what I know about rubrics being subjective and difficult to use and interpret. While letter grades aren't appropriate for very young students, those grades don't leave much to understanding how the child is doing.  Of course, letter grades aren't appropriate for other reasons, but they're not as subjective as rubrics.  

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Jessica                                  This article reinforces what I know about rubrics being subjective and difficult to use and interpret. While letter grades aren't appropriate for very young students, those grades don't leave much to understanding how the child is doing.  Of course, letter grades aren't appropriate for other reasons, but they're not as subjective as rubrics.  

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J

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If/when I use rubrics I need to be very mindful of the amount of "graded" sections I use and make sure to word them very explicitly so nothing is left vague or confusing.

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"Olympic archers who place their arrows in the center of the bulls-eye from a distance of 70 meters, for example, have “hit the target.” They have achieved the goal and accomplished precisely what was expected.

How then could an Olympic archer ever “exceed” the standard? How would the archer achieve at a more advanced or higher level?"

Do we need to exceed the standards? Or is meeting the standard all we need to assess?

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"These ideas normalize emotional, physical, and spiritual distance. Oppression, the mistreatment of other people at scale, then, is the outcome these ideas are designed to produce."  "These ideas fuel oppression by making it easy for us to create physical, emotional, and spiritual distance from each other. "

The way this was stated really resonated with me. This author was able to put into words my own ideas about how ideas that exist in society can continue and perpetuate oppression and why it is important that we as educators take note of this and make change.

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I would like to review rubrics for my language classroom and remove exceeds standards. I think proficient and improving may be enough! Are students able to communicate or are students not able to communicate?

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"[M]any find the label “Exceeds Standard” to be vague and difficult to interpret...Such imprecision troubles parents, especially those who encourage their child to strive for the highest grade possible in every subject."

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"[M]any find the label “Exceeds Standard” to be vague and difficult to interpret...Such imprecision troubles parents, especially those who encourage their child to strive for the highest grade possible in every subject."

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"In most standards-based environments, mastering a standard means hitting the target. It signifies achieving the goal and learning what was expected."

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"In most standards-based environments, mastering a standard means hitting the target. It signifies achieving the goal and learning what was expected."

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I want the goal in my classroom to be to hit the learning objectives/goals. As the article suggested, adding a fourth measurement for "exceeding standard" sets a higher and more vague precedent. I want my students to focus on doing their best for what is asked of them. Above and beyond suggests is is BEYOND the standards, therefore it shouldn't be one.

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I want the goal in my classroom to be to hit the learning objectives/goals. As the article suggested, adding a fourth measurement for "exceeding standard" sets a higher and more vague precedent. I want my students to focus on doing their best for what is asked of them. Above and beyond suggests is is BEYOND the standards, therefore it shouldn't be one.

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An article by anonymous 228 Accelerator is a typical text from a liberal who tries to stigmatize some social groups. Not much information, just repeats of phrases from activists and some TV anchors

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An article by Guskey is a typical text from an academic who is detached from real school environment. The first task of a real practicing teacher is establish the standard based on a demographic profile of students the teacher works with, and then meet that standard. Feedback is essential in teaching practices, so standards are often corrected and adapted. Meeting the designed standard is the main objective of the teacher. Bright students take Advanced Placement classes which are designed per national college prep standards. And meeting those standards is yet another main task of any teacher. To take a driving test you do not need to be a Ferrari racer, you just need to know how to drive. Same is with education.

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Texts are outside of reality of typical daily teaching tasks. 

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Texts are outside of reality of typical daily teaching tasks. 

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An average teacher is much more concerned about delivery of the course and class management than with dilemma of whether to exceed some unknown standard and implement liberal political views in the class of AP Calculus students. Not much to take away.

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I feel torn after this reading.  I do feel there is a ALOT of emphasis placed on standards and assessments.  While there is something to be said for standards, at times I feel there is too much weight placed on them--almost suffocating to the student and teacher.  The "What if my students do not score high enough?" "What if they do not retain what we have taught in my class or years prior?" "What if they feel anxiety and cannot perform on the exam?"

SO many what if's are taken into consideration and that applies to the day-to-day classroom meeting of standards. "Exceeding" looks different for every child. I feel as long as a child is growing and making strides at his/her level, then that is what should be celebrated. Constantly pitting them against a standard/level can be quite deflating to one's confidence.

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This article just reconfirmed the amount of pressure that standards can place on not on the student, but the educator. Yet, they are still called "standard." Interesting. All of this pressure to often just "be standard."

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I do feel it makes me want to reconsider how I place value/worth on various things we do in the classroom. I work with second graders, so there is not a huge amount of weight placed on grades per se, but the article did make me think more about the inconsistencies that present with assessments (not only in one school, district or state--yet across the nation).

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I will occasionally use the phrase, 'exceeds kindergarten expectations' in a narrative describing a student who reads and comprehends text at a second or third grade level. I want to let the parents know that I am aware that their child is a reader, while the rest of the class is still learning the 52 characters of the upper and lower case alphabet and the corresponding sounds.

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In our state, Hawaii, and in especially in our school, I believe our teachers equally respect and appreciate students of all backgrounds. Our teachers themselves come from all ethnic and socio-economic backgrounds. I think the feeling is that all students deserve the best education possible and that all students are capable of achieving their goals. Our school motto is Kulia I ka Nu'u (Strive for the Highest.) It was founded by a Queen who wanted to serve students who weren't being served at that time (1860's). At the time our school was founded, there were only schools for the children of royalty and for the Christian missionaries' children.

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I loved the reminder that there is a difference between equity and equality. This year ESPECIALLY, the students are coming into kindergarten with such a wide background of experience. Due to the pandemic and covid school closures, many have not gone to preschool or have had limited preschool experience. Some parents did preschool "home schooling," while other parents did not/could not. Some kids had siblings to play with during lockdown and some were alone for months.

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Labels limit us by convincing us to be something that we possibly are not. Levels of students performance do the same ???

Exceeds Standard= Bright students
¨Some educators believe that level 4 should designate a truly exceptional level of achievement – the student whose performance “knocks your socks off.” They use this level to recognize students who do something special related to the standard or demonstrate genuinely outstanding performance regarding the standard.¨Guskey, 2017)

Level 1 is deemed “Struggling” or “Needs Improvement.”= Lazy students

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Designing clear and precise standards, based on the skill development process, makes the assessment more objective.
¨But if such a grade is included in the grading system, then it must be associated with clear criteria that identify precisely how such a grade can be attained.¨ Guskey, 2017)

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Organize a bank of copies (student work) that correspond to the different levels of performance.
¨Those criteria must be clearly communicated to students and parents alike, accompanied by illustrative examples of students’ performance or samples of students’ work..." (Guskey, 2017)

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"The nature of specific standards makes things even more complicated." I believe standards make things complicated, there is so much emphasis placed on standards these days and passing the test. We need to look at the whole child, not all children do well on assessment. There are so many factors and as educators we need to account for that.

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"This oppression is often hard to see and name for two reasons. First, the engagement of these ideas often generates feelings of deep hurt, vulnerability, and humiliation. These feelings silence us. Second, these ideas are often disregarded or denied by those who hold significant power, privilege, and position."
The "Big 10 +1" are things that many people I am close to say "of course I don't believe that." BUT we are still part of a societal structure based on these assumptions. Many people who benefit from them either deny their presence or else really have trouble seeing that these "principles" define many of our daily interactions. Learning to "see it" is often the first step for many would-be allies, I think.

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I liked the article about "exceeds standards" and I feel that clear communication of expectations is important.

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I have enjoyed using a rubric in my classes that is vertically aligned. So it has "I can" statements that could be applicable from Level 1 Modern Language through AP. You set the "goal level" accordingly. If you are in a Level 1 class and achieve a descriptor for a higher level, then you are doing "exceptionally well." But everybody knows those exact "I can" statements ahead of time. I want to use this type of assessment more and more in my classes.

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"Males are smarter, more trustworthy, better leaders, more responsible, stronger, and more honest than females.”

I havenʻt heard this before; maybe itʻs because I work at a single gender school, and current research shows the opposite.

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"Those criteria must be clearly communicated to students and parents alike, accompanied by illustrative examples of students’ performance or samples of students’ work, and agreed upon by fellow teachers."

I found this article to be very interesting on the different perspectives the labels of grading, specifically the highest levels. I believe the overall message was the quote included above. There is much confusion over these labels on standards for families, teachers, and students. Therefore, it is important that their is communication over these understandings.

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"Adults with college degrees are smarter than adults without college degrees."

Unfortunately, this idea is one that I grew up with. Although I believe that college degrees do give more opportunities for individuals, it does not mean that the lack of a college degree makes someone "less than" another. I grew up in a very "college-forward" environment, meaning that I was not only strongly encouraged, but also challenged to attend college and graduate with a degree. Looking back I feel privileged and lucky to be able to say that. Some individuals do not grow up in the same environment as I did and therefore may not have been encouraged to attend college or even complete high school. Some do not have the means available to attain a college degree. For that reason, not having one does not make them "less than" an individual that does.