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How can we effectively reset/communicate our grading expectations to students (including 9th graders familiar w/ SBG @ middle schools) after a year of lowered expectations?

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I know that a clear retake/revision policy is important. I don't have one but some of my colleagues do. I offered retakes last year for the first time & felt that it went well. It might be confusing for kids why these policies aren't consistent.

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I don't know much but I am really interested as in my opinion in focused on the ultimate goal of the teaching practice. I am looking for tools to embed these practices in my planning and my everyday teaching

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How does standards based/mastery grading work with LHS's quarter grading system?

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When students have one or two teachers with 'different' grading practices, they often come to counselors confused about how to understand how they are doing...  or when a student is struggling across the board and a counselor is checking in on aspen, it can be hard to understand how students are doing:: how can *support* team / members / parents understand how a student is progressing?

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How does this "play well" with other systems we have to use?

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How does this "play well" with other systems we have to use?

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We (sometimes? all the time?) have to use quarter grades, AP rubrics, departmental rubrics, etc. How do we make this work with all those?

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Would a summative assessment for a unit sometimes address multiple standards (have multiple grades)?

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For those already using mastery grading at LHS- what makes it successful? What have been the "roadblocks"?

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What does "meeting expectations" mean anyway? Their expectations for themselves? Mine for them? Etc...

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Break down subject matter in learning targets

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Break down subject matter in learning targets

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I started making material more accessible to students by indicating or asking them to create the learning objectives of lessons/units.

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I allow redos or retakes although I don't feel enough students take advantage of that policy.  I don't include homework or participation as part of the grading breakdown.

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I allow rewrites

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I remember in one SBG workshop, we were told that participation shouldn't count as a grade; we should only be "grading" based on standards.

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I have always had tro

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How to make this manageable in terms of teacher time?? A lot of retakes, etc seems unwieldy in terms of teacher time & workload.

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How does this work meld or challenge concepts in culturally relevant pedagogies and ideas from Dr. Gholdy Mohhamad?

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I learned from another workshop that used a: 0, 1,2  system to capture proficiency and learning. We changed this in Bio for our Rubric for labs only as a way to communicate learning in a simplified way.  I would like to expand this for quizzes and other assessments .

I also observed an engineering class in Boston where the teacher was grading for mastery and everyone had a station and he said there was a deadline where everyone had to finish certain tasks/assessments by that date.

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Does the concept of mastery / proficiency allow us to use different types of assessments for students based on their specific needs (oral vs. written vs. project)

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How can you have anything to say for Q1 progress reports re: mastery?

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How do we enter mastery-based grading into Aspen in a way that is easy to keep track and visible/clear to students?

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I blocks are now shorter than any class periods. How can we practically offer retakes?

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Will we get admin support if we try to implement this?

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How do we communicate grading practices simply and clearly to families (this is a challenge beyond SBG), *especially* those with different school experiences

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is anyone questioning the word? I have seen this is viewed as racist in computer engineer terms, in the term "master bedroom", and Harvard got rid "house master" and "head master" - but kept master's degree. So where does that leave the word? Is the noun racist but the verb ok? I don't know.

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Most of the names of scholars/educators who study and write about competency-based learning that have been named are white. Along with Belinda Williams, who are other EOCs we could read on this?

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Re World Language: How does assessment of content fit in? I'm particularly concerned that during the pandemic, students have forgotten basic vocabulary. Of particular concern are the super-common verbs. I'm considering allowing more access to dictionaries during assessments, but looking up basic verbs (see, say, do) is an obstacle to fluency. I think it would be useful for students to see vocab broken out as a separate category rather than knowing in a theoretical way that it affects their sb
assessments.

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How do we move students so that they care about the learning rather than the grade?

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Seems like most of the examples are charter schools or small schools. This seems hard to translate on the scale of LHS. Also, I wonder if the increased workload of this type of grading can fly at a charter school, but might meet resistance at LHS without incorporating more teacher worktime.

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How to allow for revisions within or close to a unit but acknowledge that teachers need time to grade the work to give back to then be revised?

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Is there a simple extension that students can do EVERY unit?

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What about interpersonal/presentational work that can't exactly be revised or redone?

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Setting this up is messy and will take a few cycles (years) to get it feeling "right" - just need to jump in and try something out!

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going to work on incorporating some of the "spirit" of SBG without completely overhauling how I do grades.

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We don't have clear systems in place for what to do with grades when a student has an extended absence.

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Have at least a buddy when trying new things in your department/plc

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Have at least a buddy when trying new things in your department/plc

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As a team I feel more confident in exploring and implementing new ways to get students to value more the learning then the grade

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This will take a culture change that goes beyond assessment into belief systems of how and what we value in education and learning

Students will need to be taught how to talk about their learning and not their grade

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Something stuck to me on this workshop and that I will incorporate into my planning is "valuable class time for revision and feedback"