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This involves equity. Each student should receive the feedback that will help them progress. This may look different from student to student.

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Schools agree on a purpose. Grades are a way to communicate student progress to parents.

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Grades should be looked at separately from behavior.

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Consistent

Clear

Reflective

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Only base grades on standards.

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Grade what you say you’re going to grade.

Based on standards

Achievement

Students understand

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Agreed upon primary purpose

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Feedback that improves learning of students.

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Defined proficiency

Feedback to improve

Measurable

Students understand and can verbalize

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Grades should reflect meaningful knowledge as well as what we directly teach.

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Expectations are clear.

Grading can be yes you did it, or no you did not. Grading does not always have to be multi-leveled.

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In the moment

Immediately

Give time for students to adjust or ask for help

If I see it, say it!

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Grades based on more recent evidence.

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Should represent achievement

Behavior should be separate

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Assessment adaptations should be given to ALL students.

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Grades and feedback should be almost immediate. The information is not relevant to students a week later.

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does not have to be equal

consisent

clear

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Providing accommodations

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Based on standards

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Teaching students that their work/seating/day may look different from their peers at the beginning of the year helps when situations arise.

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Evidence used to determine grades should come from a limited number of high-quality assessments.

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Am I measuring what matters?

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Fair is not always equal. Fairness in grading is within the equity of opportunity, not uniformity.

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Assessing the standard (not behavior, effort, etc.)

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Grades should represent what the child actually knows and can produce.

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Provide feedback, especially on a commonly misunderstood skill, before moving on to next skill.

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Providing feedback while student is working on the concept or skill with you (when possible).

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Feedback is important for student understanding and growth. 

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Feedback is important for student understanding and growth. 

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Clear, cut and dry expectations

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Fair is not the same for everyone

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Those teaching the same thing should be evaluating using the same tool that is clear, equal for students and evaluates what is being taught.

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Consistency is key with feedback

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Students need to know what is being graded ahead of time and how it will be graded.

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I believe that you need to have teacher buy in to what "FAIR" really is so every one can be on the same page.

How do you get everyone to agree on what "FAIR" really means?

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Students know what they are working towards with reinforcement of rubric and feedback.

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Grading should reflect a learning standard that is visible to students throughout a lesson and is connected to the rubric.

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Set expectations and be honest and stick to them.

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Revisiting skills that students missed to give them feedback on their assessments

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Fairness on our assessments may include allowing students to show their understanding in different ways, BUT, ultimately, students will HAVE to perform on traditional assessments like computer and paper tests. How do we balance what is fair with what is necessary?

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*Assessing what you taught

*explaining what will be assessed

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Use (pre-selected) work samples of varying strengths/abilities to match T, P, L, N rubric in order to provide teacher-based descriptive feedback and allow students to provide their feedback as well.

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Provide descriptive feedback immediately during the work process, both one-on-one and as a whole group, in order to address progress towards learning target.