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Is there a bank of high quality rubrics available? 

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Is there a bank of high quality rubrics available? 

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I have been having a hard time with the 0-4 scale for all assessments. It makes sense to me when I am thinking about projects and things scored with a rubric. But how does it blend with a school system that still uses regular averages?

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Is there an order that you recommend rolling these steps out in? All at once seems really overwhelming!

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Is there an order that you recommend rolling these steps out in? All at once seems really overwhelming!

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What is your advice on still providing deadlines for retakes - at some point there is a deadline.  We do want to prepare the students for the next chapter of their lives and that will include deadlines.

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What is your advice on still providing deadlines for retakes - at some point there is a deadline.  We do want to prepare the students for the next chapter of their lives and that will include deadlines.

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Hi! Your book provides a lot of examples and citations to research about how practicing certain things could increase student motivation, efficacy, etc. -- but has there been a study conducted to actually measure the effects of grading equity practices on students compared to a group of students that have not been graded equitably? I'm finding as I speak with teachers, they want evidence of student motivation, efficacy, etc. AFTER grading equity specifically was employed--and more than action research but a treatment and control group

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Hi! Your book provides a lot of examples and citations to research about how practicing certain things could increase student motivation, efficacy, etc. -- but has there been a study conducted to actually measure the effects of grading equity practices on students compared to a group of students that have not been graded equitably? I'm finding as I speak with teachers, they want evidence of student motivation, efficacy, etc. AFTER grading equity specifically was employed--and more than action research but a treatment and control group

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We tried 0-4 but it didn't work for all teachers in all subjects which made things even more inconsistent. If we decide not to go with 0-4 is the best option 50% minimum - we can get everyone on board with that.

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After reading and having conversations as a staff, how do you actually implement a policy to make change as an entire school with one or more of these grading strategies? How do you get buy in from teachers? families? support staff?

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After reading and having conversations as a staff, how do you actually implement a policy to make change as an entire school with one or more of these grading strategies? How do you get buy in from teachers? families? support staff?

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This was hard for me to first grasp but then I understood the importance of this concept as the course went on.

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What is the communication with families like? How have they responded and what systems are in place to educate families on the changes being made?

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What is the communication with families like? How have they responded and what systems are in place to educate families on the changes being made?

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If you had to choose 2 things to share in August with staff who have no understanding of Grading for Equity, what would those two things be?

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If you had to choose 2 things to share in August with staff who have no understanding of Grading for Equity, what would those two things be?

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To help students transition into this new type of learning, how can we better help encourage/help hold students accountable for completing formative grades even when they are not going in the gradebook and that is what they have been used to?

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To help students transition into this new type of learning, how can we better help encourage/help hold students accountable for completing formative grades even when they are not going in the gradebook and that is what they have been used to?

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I love that students can come back and show that they have mastered the concepts! NOT EVERYONE LEARNS AT THE SAME RATE!

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In the course it mentioned action steps students might have to take before being able to retake an assessments to make sure they are prepared. Suggestions for those action steps? 

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In the course it mentioned action steps students might have to take before being able to retake an assessments to make sure they are prepared. Suggestions for those action steps? 

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Do you ask teachers to focus on those core skills that students need to master or do you build rubrics around each skill introduced?

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Do you ask teachers to focus on those core skills that students need to master or do you build rubrics around each skill introduced?

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Advice for using it across all the grade levels - have you noticed certain aspects work better for certain grade levels?

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Advice for using it across all the grade levels - have you noticed certain aspects work better for certain grade levels?

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What are ways that you can convince students the importance of practice when they are disinterested in a skill or subject you know they will need?

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What are ways that you can convince students the importance of practice when they are disinterested in a skill or subject you know they will need?

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How does a student who is relearning and retaking not get behind when the other kids move on?

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How do you still reward students for effort or participation if it is not factored into their grade?

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Students that finish things WAY EARLIER than others, I always offered extra credit assignments for them, what would you recommend instead?

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Do you have a “crib notes” version of sharing the philosophy behind this? The math makes perfect sense to me, but I find that some people who have not read the book struggle to digest this concept.

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Are there ways to use both extrinsic and intrinsic rewards to motivate our students?

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Are there ways to use both extrinsic and intrinsic rewards to motivate our students?

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How do you not grade for participation on science lab/dissection when some students won't participate but the hands-on skill is needed

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How do I use rubrics for tests?

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How do you get a resistant community (teachers, parents, students) to buy in?

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What are some ways to get students to “buy-in” to this? My students resist doing things without extrinsic rewards. How can I show them the importance of hw as “practice” without them experiencing failure on a summarize assessment.

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How do we go about changing the student’s learning culture. Most do homework for grades and are not use to just doing homework for their benefit.