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I feel like giving a zero does not skew the data. A zero is not given until all other strategies to help a student show comprehension have been exhausted.

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No Zero grading is not reflective of life expectations for students. We are being asked to change grading practices based on student behavior, instead of asking students to change behavior to the situation.

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How we grade currently is NOT us setting kids up for failure…rather, we are working to ensure student success

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How we grade currently is NOT us setting kids up for failure…rather, we are working to ensure student success

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How we grade currently is NOT us setting kids up for failure…rather, we are working to ensure student success

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How we grade currently is NOT us setting kids up for failure…rather, we are working to ensure student success

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Are we ok with 60%?  Would our employers be ok with that? Would patients be ok with a doctor with a 60% success rate? Or a pilot that lands their plane 60% of the time?

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Updating grades weekly helps keep students engaged with their progress and for those in extra curricular activities it gives the opportunity to improve grades for participating

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If you have a yearly salary and DO NOTHING (not show up, not complete your tasks)...would you get 60% of your salary? Would you get fired?

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Having grades updated on a weekly basis helps ensure that student grades are up to date in regards to eligibility

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sometimes it is difficult to connect a numerical grade to the work from the student. I prefer to use ratings that eventually lead to a numerical grade

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Grading assignments is essential because it measures the actual work and learning a student demonstrates, not just their potential.Giving a 50% for no work completed artificially inflates achievement and distorts a student’s true understanding and progress. By grading completed assignments, we hold students accountable, provide accurate feedback to families, and help students develop the habits—like responsibility, perseverance, and time management—that are critical for success beyond the classroom

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Our commitments are practical, achievable, and effective.

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No Zero grading is not reflective of life expectations for students. We are being asked to change grading practices based on student behavior, instead of asking students to change behavior to the situation.

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Students who are given opportunities to get their work done, but choose not do so have earned a 0.

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How are we supposed to identify the best practice for grading? We have so many opinions and ideas given to us, but it is to the point where I am still confused as to what we want to do as a school/district. I know that I like how I assess my own classes, but I also want to have consistency with other teachers in my building and not cause contradictions.

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Every classroom should have the freedom to grade the way they need to in order to reflect student achievement & completion.

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Assigning zeros isn't about punishment. It's about accountability. It comes down to responsibility and effort.

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Giving zero's should be an accountability trait. If a student earns a zero they should get a zero until that assignment is turned in/per teachers policy. If a kid shows up and tries to learn and participate they should get some sort of credit compared to a student who does the bare minimum.

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I believe grading is very individual to the class that is being taught. It is hard to give grading criteria for every single person to follow because it just won't fit in all classes.

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Grading is difficult topic to make standard through a whole district or even a school building. With the wide variety of subjects, skills, and standards, it is very difficult for some subjects to give participation grade in various subjects. My classroom, participation grade is infused into an assignment. That allows students that do not like talking the ability to still participate in the class. To measure mastery I need to be able to see and show case student work to justify the grade. Therefore zero are necessary to track the progress of the student.

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Grading varies from class to class. Various ways are used to measure understanding depending on the content area. The articles brought up some good discussion and disagreement with the authors.

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I think having grades updated weekly is important for the students and parents to at least have an idea of what grades the students are earning. I think some of the classes have to include participation in their grades since some of them are participation classes, however, participation grades can become very biased . Some of the bias can be eliminated by using a solid grading rubric that outlines exactly what the grade is based on for each student, but I don't think all bias can ever be eliminated completely.

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Where are we headed with all of the time and discussion spent on grading? Will this just stay in discussion mode or will there ever be any action/progress/guidance?

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I believe the solution to the topic of grading is that it is combination of all. Participation, homework, testing, etc.... The most important part is to make sure that the portions are weighted accordingly to reflect mastery. You should want the student's overall grade in your class to be represent what you want it to represent.

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Since we are to teach towards "Mastery" or better said "Growth" within a unit of instruction the No Zero grading approach does not allow for us as teachers to identify those students who need assistance in achieving mastery or for those who want to be challenged more.

We utilizes grading practices (rubrics that are objectives explicit) to be a more accurate form of student/teacher accountability that allows for more transparency. Such documents are a growth-oriented approach which helps support our students and focuses on a more inclusive learning environment.

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Standards based grading not only shows what skills students understand or need to work on, but also gives specific feedback to parents.

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A zero can make it nearly impossible for students to pull their grades up sometimes. Instead of encouraging a student to turn things in, it might discourage them. Are we getting to the root of the problem?

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0 - 4 scale allows parents and students themselves to see their progress in a specific targeted area. If a 4 is equivalent to 80 - 100% accuracy/mastery of the skill it is time to move them on to a higher skill level. This would also help reduce perfectionism - you can move on at mastery, not perfection.

We would need to change the culture around grades - a 2 in not failure, it may be early exposure. When they are reassessed a few weeks later and have a 3 or 4, they are growing!

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Standards based grading is the way to go!

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I prefer the 0-100% grading scale, I feel that is clearer about how much a student has mastered a topic or skill than a 0-4 scale. However 0% can be discouraging to students, so we need options for them to show mastery of a concept in more than one way.

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Standards based grading allows for parents and students to see and understand the skills a student has mastered but also the skills that a student needs to work on. This allows for students and parents to have a guide for what the student needs to work on and what skills they will need to obtain in order to master a standard.

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Grading should reflect the state standards, skills, and what the students are actually capable of doing. As opposed to behaviors and other factors that are out of their control.

It is important to keep in mind that not all students show mastery and knowledge in the same way. Thus, the ways in which we grade should offer students many opportunities to demonstrate their understanding.

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Standards based grading focuses on specific learning objectives. Standard based grading will allow for feedback on specific strengths and areas for growth which can change each quarter, rather than from accumulating points for individual assignments.

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Standards-based grading allows for focus on what students are learning while remaining objective on other factors. It allows for an easy way to guide instruction, seeing which standards need to be taught more in-depth.