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Grading for Equity with Joe Feldman

Episode Summary

While almost every aspect of school and life has changed between the 20th century and today, little has changed with how we grade our students. In this episode Joe Feldman stops by to discuss his book Grading for Equity: What it is, Why it Matters, and How it Can Transform Schools and Classrooms!

Episode Notes

Episode 060: Grading for Equity with Joe Feldman

Connect with Joe Feldman

Website: https://crescendoedgroup.org/ | Twitter: @JoeCFeldman

Connect with Vrain Waves

Website: vrainwaves.com | Twitter: @VrainWaves | Lindsay Laporte Twitter: @LaPorteLindsay |Oakley Schilling Twitter: @OakleySchilling| Ben KalbTwitter: @mrkalb

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While almost every aspect of school and life has changed between the 20th century and today, little has changed with how we grade our students.

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How Teachers are Changing Grading Practices

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How Teachers are Changing Grading Practices

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KQED-How Teachers Are Changing Grading Practices With an Eye on Equity (2.11.19) (1)

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Tales of 3 Districts--School Admin (May 2019)

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Students Aren't Lab Rats. Stop Treating Them Like They Are (Kohn 2018) (1)

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Start Your Journey: Grading for Equity Online Course

Discover how to transform your school and classroom with equitable grading practices that are accurate, bias-resistant, and motivational!

Now Introducing: Grading for Equity Community Book Study

The Grading for Equity Book Study is a new program for schools and districts that provides a structured approach to collectively engage teachers and administrators (and even caregivers and students!) in meaningful discussions about the why, the what, and the how of equitable grading.

Book Study sessions are 90 minutes in length and can be scheduled based on your school or district's calendar. Each session will be led by a Crescendo Education Group Facilitator and will be held remotely.

Quiz:
How Equitable Is Your Grading?

We all want equity in our districts, schools and classrooms. Teachers and school leaders: Find out how equitable your grading is, and ways to improve.

Bring Equitable Grading to Your PLC, School, or District

Students need equitable grading in every classroom in every school. Find resources to help others understand the urgency, ideas, and strategies of equitable grading.

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Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms. A powerful and growing movement among professional educators.

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On the Podcast: Moving to a Points-Free System with Sarah Zerwin

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In this episode, we’re joined by Sarah Zerwin, author of the upcoming book Point-less: An English Teacher’s Guide to More Meaningful Grading.

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Learning - Grading - Leadership - Assessment | Thomas R. Guskey & Associates

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Thomas R. Guskey, Ph.D., is known throughout the world for his work on student assessment, grading and reporting, professional learning, and educational change. Thomas R. Guskey is an international expert in evaluation design, analysis, and educational reform.

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We all want equity in our classrooms, so find out in this short quiz: How accurate, bias-resistant, and motivational is grading in your classroom?

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Use the options below to create customized views of the 2020 Colorado Academic Standards. For all standards resources, see the Office of Standards and Instructional Support.

Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us

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Use the options below to create customized views of the 2020 Colorado Academic Standards. For all standards resources, see the Office of Standards and Instructional Support. Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us

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RubiStar is a tool to help the teacher who wants to use rubrics, but does not have the time to develop them from scratch.

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Purpose : Know the standards at a deep level. Based on collective understanding, develop proficiency indicators (and possibly learning targets and success criteria). Create clarity for students by deconstructing standards into student-friendly success criteria and start to identify formative tasks to elicit evidence of student learning.

Resources : state standards, district curricular materials and guides, resources for understanding standards, unpacking template

Collective Teacher Clarity Protocol Template_Notes Template

Collective Teacher Clarity Protocol_Facilitators Guide

Exemplar Notes_Collective Teacher Clarity Protocol_RI.2.6

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Purpose : Know the standards at a deep level. Based on collective understanding, develop proficiency indicators (and possibly learning targets and success criteria). Create clarity for students by deconstructing standards into student-friendly success criteria and start to identify formative tasks to elicit evidence of student learning.

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Morgan Kueter - FRHS - 5/9/22

Morgan Kueter - FRHS - 5/9/22

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Woops! Looks like something's not right. Please click the button to logout, and then sign back in.

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About Google

Privacy

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Help

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About Google

Privacy

Terms

Help

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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About Google

Privacy

Terms

Help

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.attachment_link.readable_text
About Google

Privacy

Terms

Help

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Elementary Beginning of the Year Soft Skill Reflection

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Elementary Beginning of the Year Soft Skill Reflection

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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How to make Document based essays more Middle School Appropriate

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How to make Document based essays more Middle School Appropriate

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After reading Feldman’s book, I realized I was sorting kids by trying to scaffold their way to a High School DBQ Rubric   (the second rubric in this product).    Pushing round pegs into square holes.     I started this Rubric last week of school and finished it this afternoon.  I hope I have captured the spirit of the college level material in a way that is more appropriate to kids development.  Thus, I am not sorting the kids who have access to parents with college backgrounds who could help them vs families unfamiliar with point systems.

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Here is an idea for a way to help students to understand how their habits (behaviors) translate into academic success without needing to assign point values to those habits.  Could be adapted for any school's norms.

https://docs.google.com/document/d/1y64eUtf0TK31mgnEuz6ATgQ9S7knd7UcUp6nGKazYo8/edit?usp=sharing

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://drive.google.com/drive/folders/1QCtvZ-6hN8oeAfcll1sW-HMe9X7SO8h0?usp=sharing

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Keller's Brainstorm - 11th/12th Social Studies...work in progress

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Keller's Brainstorm - 11th/12th Social Studies...work in progress

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Fifth Grade Oral Expression Standard 1 Rubric

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Fifth Grade Oral Expression Standard 1 Rubric

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Fifth Grade Oral Expression Standard 1 Rubric

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Fifth Grade Oral Expression - Standard 2 Rubric

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Fifth Grade Oral Expression - Standard 2 Rubric

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Fifth Grade Oral Expression Standard 2 Rubric

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https://docs.google.com/document/d/1070tzuJ9Ki1GMoDwNKXhOhziO8rUmMI_Ef7l_Buq1q8/edit?usp=sharing

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Extensions for Students Already Proficient at Start of Unit

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Extensions for Students Already Proficient at Start of Unit

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Perhaps only math teachers will actually want to open the link, but here's the portion that might be generally applicable to all contents.

1.) Build a unit where kids self-pace to work through a series of tasks designed to hit standards. Include a suggested pacing schedule.

2.) Pre-assess with some shorter version of your post-summative. For kids already proficient on some or all standards, have them replace the original tasks with their choice of extensions that will push their thinking in the area further. In the document I have linked, all the extensions are on the last couple pages of the document.

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Shapes Tasks Units 7,8,9 for 2022 Math 7

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https://docs.google.com/document/d/1Kx0kxWTpUTxX4sN8-fxjF4hn4F5nZhwkx7unAGbeEUU/edit?usp=sharing

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Single Point Rubric - Hughes Stadium Project

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Core Book Ideas vs. How I Might Implement 

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Core Book Ideas vs. How I Might Implement 

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Rubric with Behaviors of a Learner Survey

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My 'What I currently do' and 'What I'm willing to try' list

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My 'What I currently do' and 'What I'm willing to try' list

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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I will... use the 50% threshold in my grade book. This will allow students to dig themselves out easier & hopefully see cheating & copying decline.  I have also changed my gradebook to utilize the new coding system mi = 50%

I will also allow students to to do retakes (on specific dates/times). Doing a retake will require they fill out a request form first and then a post reflection.

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Andrew Schauer - Realistic Steps Towards Equitable Grading

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Andrew Schauer - Realistic Steps Towards Equitable Grading

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Realistic Steps to Move Towards Equitable Grading - Andrew Schauer

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Motivation is the key. Most teachers will express at least some level of frustration that students are "grade motivated." I think the biggest "impact statement" I take away from Feldman is , if students are, indeed, "grade motivated," they are so because we keep teaching them to be. How do we change this institutionalized student behavior if we truly think that extrinsic "grade hungry" behavior is undesirable? One answer is to focus on helping students design a course of study in an effort to help them see how our content, standards, lessons, what have you, live in the world and can help them make meaning if they learn it authentically -- HOW DO WE DO THIS? PBL? Design Thinking? Self paced classes? Un poco de todo? I think there are answers to this currently vigorously alive in our district now, so how can we bring  the collective wisdom of these fundamentally effective practices  to those of us who don't know but are open to learning?

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Motivation is the key. Most teachers will express at least some level of frustration that students are "grade motivated." I think the biggest "impact statement" I take away from Feldman is , if students are, indeed, "grade motivated," they are so because we keep teaching them to be. How do we change this institutionalized student behavior if we truly think that extrinsic "grade hungry" behavior is undesirable? One answer is to focus on helping students design a course of study in an effort to help them see how our content, standards, lessons, what have you, live in the world and can help them make meaning if they learn it authentically -- HOW DO WE DO THIS? PBL? Design Thinking? Self paced classes? Un poco de todo? I think there are answers to this currently vigorously alive in our district now, so how can we bring  the collective wisdom of these fundamentally effective practices  to those of us who don't know but are open to learning?

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Goodness...All that text was in the title of this entry and I just now learned how to get the cursor down into the smaller text box. Ah well...at least I got to process some of my more burning questions! Thanks!

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https://docs.google.com/document/d/1D60DaQUSoFkNeDwXJ2lkfeeP2sk-mYIYykmDE3sogWQ/edit?usp=sharing