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If we are moving to standards-based grading, when are we going to stop converting these score to a 100 point scale?

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Thinking about how to allow/encourage revisions to show growth while also staying within these (short!) quarter timelines....

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Missing assignments are automatically zeros in Schoology and this doesn't measure what a student knows and can do but measures if they can "do" school things like turn in assignments.

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How does this conflict with APEX, summer school, etc. where credits are given freely for not showing what they know or can do via multiple-choice tests that they can just look up all answers for.

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How does this conflict with APEX, summer school, etc. where credits are given freely for not showing what they know or can do via multiple-choice tests that they can just look up all answers for.

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How does summer school and credit recovery utilize standards based grading? Because it seems like it gives away credits

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How does summer school and credit recovery utilize standards based grading? Because it seems like it gives away credits

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Students done come in on the same level - don't have mastery of some of the standards what those students are doing vs. what students who have mastery of previous standards - what they can do - I wonder what magic person could make this less complicated and more workable.

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When we allow kids to show what they know creatively does that sometimes help kids hide behind not being able to read?

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I'm mostly wondering about when and how "Wonderings" became a word.

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I'm mostly wondering about when and how "Wonderings" became a word.

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How should effort play a role in grading? What does it teach kids if the naturally smart kids puts in little effort and gets an A, but the struggling kid puts in their literal best effort but would get a B? if grading ONLY on learning, that would be a reality.

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Assessing students based on the writing skills that the possessed prior to my entering my class

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Assessing students based on the writing skills that the possessed prior to my entering my class

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Multiple ways to show what they know with scaffolds in place for those who need them

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Multiple ways to show what they know with scaffolds in place for those who need them

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I used to give points for returning a grade report or syllabus with a parent signature

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How do we get away from students looking at grades (A-N) as an accumulation of points?

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When are we going to change the goofy 80/20 grade split?

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When are we going to change the goofy 80/20 grade split?

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I STRUGGLE with teaching 11th and 12th grade and data shows they are reading and have vocab on par with middle school. THey are THINKING on grade level, reading text below grade level, and I want them to have a real understanding on where they are and how they might perform on the ACT and post-secondary education

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I've been told our school doesn't have extra credit, but then I hear from kids that certain teachers still do it. How could we make this fair?

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I've been told our school doesn't have extra credit, but then I hear from kids that certain teachers still do it. How could we make this fair?

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In that "20 percent" category I'll sometimes do things to encourage students to do something that will help them eventually but isn't a standards-based skill. I.e. "check out a book on Libby and submit a screenshot so I can see you understand how to check out an ebook."

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In that "20 percent" category I'll sometimes do things to encourage students to do something that will help them eventually but isn't a standards-based skill. I.e. "check out a book on Libby and submit a screenshot so I can see you understand how to check out an ebook."

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How can I make re-dos more than just a "try again because I didn't like my score"?

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Making sure content is addressed in formatives and summatives reflect standards

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Seems like I am only pointing out the obvious, but aren't we grading specific standards, so students are only graded on what they know and can do on that specific standard? (I must be missing something here ...)

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I've had many students, especially ML students, who have been concerned about their spelling and English language skills on writing assignments. I have recently begun using the grammar check in Turnitin to have students do a quick check and make corrections before they turn in their essay. (It also benefits me because my brain wants me to comment on all of the grammatical errors)

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Assessments should be based on a specific standard and that assessment should translate where a student is at in determining their mastery of that specific standard/content.

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So time consuming and really celebrate spelling as well as keeping kids busy

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Accepting revisions on all assignments if a student comes to me. If they want to show they learned something, shouldn't they have that opportunity?

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provide exemplars, scaffolding, mini-rubrics (one standard at a time) explicit step-by-step instructions, practice opportunities, and FEEDBACK on formatives

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provide exemplars, scaffolding, mini-rubrics (one standard at a time) explicit step-by-step instructions, practice opportunities, and FEEDBACK on formatives

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I like to give extra credit in formative for students showing school pride and participation. There is plenty of evidence to suggest that these are also good practices. How can we incentivize that too? 

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I like to give extra credit in formative for students showing school pride and participation. There is plenty of evidence to suggest that these are also good practices. How can we incentivize that too? 

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Rubrics tied to student improvement in writing based on revision rather than what they could do previously.

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Rubrics tied to student improvement in writing based on revision rather than what they could do previously.

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More short writing assignments with chance for revision. Students are more comfortable submitting work when they know they will have a chance to fix it

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One or two revision assignments to help students "see" standard spelling/grammar rather than editing every single writing assignment. 

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One or two revision assignments to help students "see" standard spelling/grammar rather than editing every single writing assignment. 

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How does this system reward soft-skills that are career standards? - Coming to class on time, turning in work, collaborating with others

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How does this system reward soft-skills that are career standards? - Coming to class on time, turning in work, collaborating with others

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I like to give numerous options for students to show what they know, including oral, written, and performative modalities. 

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I like to give numerous options for students to show what they know, including oral, written, and performative modalities. 

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Allowing kids multiple chances at an assignment and requiring proficiency before moving on to the next step

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Allowing kids multiple chances at an assignment and requiring proficiency before moving on to the next step

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Less graded work or more project based work

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The writing process can give students opportunities to show growth rather than immediate proficiency.

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In my co-taught classes, we provide quick summaries or specific pages in the novel to reference to help with quick writes so everyone can write something and share their ideas.

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My former colleagues in another district had an exam at the end of 9th grade called "Are You Ready to be a 10th Grader?" It was mostly filled with things we hadn't actually taught them.

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I try to ask myself, "what am I grading for, and is that what I want students to learn?"

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Grading a task using state standards, rubrics, and retakes.

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using notability to annotate texts (respond and note developments) as they read

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using notability to annotate texts (respond and note developments) as they read

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Where is there room to reward growth within this system?

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Where is there room to reward growth within this system?

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Rubrics, multiple opportunities, multiple modalities in showing proficiency

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Rubrics, multiple opportunities, multiple modalities in showing proficiency

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assignments that aren't related to the specific standards-- busy work

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assignments that aren't related to the specific standards-- busy work

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How can we incentivize practice to push students to experience growth?

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How can we incentivize practice to push students to experience growth?