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For those who are in favor of a 0-4 scale(since it resembles the GPA system) I say average out the scores on a particular rubric and use a plus/minus system. This way students can receive fractional points, and for their GPA, a B average should be better than a B+ average for example.

# data[].attributes.subject
For those who are in favor of a 0-4 scale(since it resembles the GPA system) I say average out the scores on a particular rubric and use a plus/minus system. This way students can receive fractional points, and for their GPA, a B average should be better than a B+ average for example.

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Can we agree to make reading and writing visible categories in every class to help students to see that these are skills that apply across all disciplines (and all jobs in the future)?

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Can we agree to make reading and writing visible categories in every class to help students to see that these are skills that apply across all disciplines (and all jobs in the future)?

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So are we still dealing with the issue of assigning letter grades being effective? Or still using the 0-100 scale?

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So are we still dealing with the issue of assigning letter grades being effective? Or still using the 0-100 scale?

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At least set a deadline for work to be completed no earlier then a week before the grades are due. Then give an assessment towards the end. It does not have to count towards their grade.

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At least set a deadline for work to be completed no earlier then a week before the grades are due. Then give an assessment towards the end. It does not have to count towards their grade.

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Citizenship should be a seperate grade. However, there should be a criteria based on teacher discretion.

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Production should have some part of the evaluation.  

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Production should have some part of the evaluation.  

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At least set a final deadline for all assignments towards the end of semester. Maybe a week before the final date, and give an assessment that can be counted or not counted  towards their final grade.

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At least set a final deadline for all assignments towards the end of semester. Maybe a week before the final date, and give an assessment that can be counted or not counted  towards their final grade.

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Could we agree to accept late work and possibly agree on weighting percentages for various types of assignments?

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accept late work up until the last week of the semester 

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accept late work up until the last week of the semester 

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accepting late work until the end of the semester for full credit

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accepting late work until the end of the semester for full credit

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Could we have a grade for production, a grade for mastery, and a grade for citizenship?

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Could we have a grade for production, a grade for mastery, and a grade for citizenship?

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grading based on mastery not production

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Could we agree on labels for what grades are without pushing a change of scale.  For example: F=far from mastery or not enough student production to determine mastery.  D=not mastered, small effort toward mastery or improvement is evident.  C= close to mastery.  B= mastery.  A= exceeding mastery.

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Could we agree on labels for what grades are without pushing a change of scale.  For example: F=far from mastery or not enough student production to determine mastery.  D=not mastered, small effort toward mastery or improvement is evident.  C= close to mastery.  B= mastery.  A= exceeding mastery.

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Using informal assessment to determine student educational growth

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Using informal assessment to determine student educational growth

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Can we have collective agreement on how differenct categories be weighted?

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removing the zero

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Writing and annotation will be a component of the final grade

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Writing and annotation will be a component of the final grade

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What categories would be included in a grade, and what types of assignments would go where.

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That assessment will not be a semester killer

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That assessment will not be a semester killer