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Students are engaged in checking their peer's work and explaining the correct and incorrect answers in class. Whiteboarding works well for peer review. I still assign a formative grade on whiteboarding, peer review, and participation.  Students love to correct peers and teachers so give them the opportunity to have a voice and a respectful conversation about their findings.  Gucciardo 

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Students are engaged in checking their peer's work and explaining the correct and incorrect answers in class. Whiteboarding works well for peer review. I still assign a formative grade on whiteboarding, peer review, and participation.  Students love to correct peers and teachers so give them the opportunity to have a voice and a respectful conversation about their findings.  Gucciardo 

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The fear that teachers have if they don't grade the kids won't do it. I use to have this fear but quickly understood there wasn't enough time in a day to grade everything. I never assign points to something until we are done discussing it as a group and collaborating on how well we understood the material. Short formative assessments help me to gauge student work and technology can help with grading and also going over grading with charts and data. Gucciardo

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The fear that teachers have if they don't grade the kids won't do it. I use to have this fear but quickly understood there wasn't enough time in a day to grade everything. I never assign points to something until we are done discussing it as a group and collaborating on how well we understood the material. Short formative assessments help me to gauge student work and technology can help with grading and also going over grading with charts and data. Gucciardo

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 Teachers are still grading assignments that fall under the umbrella of review and practice. Which robs students of a safe space to fail. Students need space to try, make mistakes, and learn from those mistakes. If teachers grade the accuracy of review and practice, it creates a climate where mistakes are penalized instead of treated as opportunities to learn and grow. Formative work should not be graded. It should be the base for learning to accomplish the summative.  Gucciardo 

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 Teachers are still grading assignments that fall under the umbrella of review and practice. Which robs students of a safe space to fail. Students need space to try, make mistakes, and learn from those mistakes. If teachers grade the accuracy of review and practice, it creates a climate where mistakes are penalized instead of treated as opportunities to learn and grow. Formative work should not be graded. It should be the base for learning to accomplish the summative.  Gucciardo 

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How do you change a systemic ideology about grading, when teachers are so used to doing it this way? Gucciardo 

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How do you change a systemic ideology about grading, when teachers are so used to doing it this way? Gucciardo 

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Students work together to build models in several steps to explain their levels of learning. At the end of the models, they will use peer review before they present their models. They get a chance to explain what they have learned in their own way and with their own style. Gucciardo 

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Students work together to build models in several steps to explain their levels of learning. At the end of the models, they will use peer review before they present their models. They get a chance to explain what they have learned in their own way and with their own style. Gucciardo 

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I think this is a mindset of fewer students than we think.   We have found that if the students are asked to share the work or find the the completed work necessary for future work they usually comply.  The ones that regularly don't comply with doing the work are rarely motivated by grades.

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I think this is a mindset of fewer students than we think.   We have found that if the students are asked to share the work or find the the completed work necessary for future work they usually comply.  The ones that regularly don't comply with doing the work are rarely motivated by grades.

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I have adopted the check your work with the published answer key method to some extent in my Physical Science class.  But, the data collection piece using  google forms has been missing. 

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I have adopted the check your work with the published answer key method to some extent in my Physical Science class.  But, the data collection piece using  google forms has been missing. 

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I think grading formative work can allow for communication to the student and families if the student is on a path to be successful on the summative.  But, I think it works better with standards based grading than traditional.

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I think grading formative work can allow for communication to the student and families if the student is on a path to be successful on the summative.  But, I think it works better with standards based grading than traditional.

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Self assessment of formative work often leads to fewer grades in the gradebook.  Families and administrators sometimes feel if grades are not regularly being added gradebook than no feedback has been given

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Self assessment of formative work often leads to fewer grades in the gradebook.  Families and administrators sometimes feel if grades are not regularly being added gradebook than no feedback has been given

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Whiteboarding the practice allows for students to work on things in small group collaboration, present, defend, and sometimes edit their work

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Whiteboarding the practice allows for students to work on things in small group collaboration, present, defend, and sometimes edit their work

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I think grades only motivate a few students. Do students understand the value of the work? If they see how it benefits, they'll (generally) do it. If not, they won't. Even more importantly, do I see the value in the work??

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How would Catlin and Matt discern what to add to the formative category, especially when we remove "homework" from the equation?

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Probably the biggest thing is the idea of the Google Form to give students the chance to reflect on their learning and influence instruction moving forward.

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I think most students are motivated to complete assigned academic tasks at some point whether it's graded or not. I also think there is a group of students who may not complete work, again graded or not, if they think they have a good understanding of the content and are waiting for the summative assessment to boost their grade.

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Using google forms to gather and put data together for you

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Without some grading of formative work, how does a teacher communicate understanding of material to parents and students?

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How would Dr. Tucker motivate students who do not have intrinsic motivation?

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Whiteboarding, small group, peer review

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Reporting performance and need for support on Forms interesting idea, but, like any response method, students will probably tire of it.

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Students seem to trouble using rubrics to assess their work. In general, many have difficulty accurately assessing their work, which, after all, is a pretty high level task we're asking them to do.

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Scaffolding, modeling, and providing models for the type of self-reflection desired. Understanding that there will upfront time costs for some of this.

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I don't think this is necessarily the most important mindset to change, but one that probably flows from or occurs after other priorities.

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Having students do something meaningful with their work to create accountability, and though not said, create value for the student.

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I don't agree with the statement. Of course, my classroom is different than other teacher's classroom, and I recognize that. However, my students generally don't care about what the grade is. What they care about, is the immediate feedback, and the self recognition of when they have learned to do something themselves. We celebrate the little strides, grade or no grade. If I give them feedback, they respect that more than a grade, and it's instant. I feel my students want to do a task well, because with the subjects I teach, it makes them more independent as an individual. 

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I don't agree with the statement. Of course, my classroom is different than other teacher's classroom, and I recognize that. However, my students generally don't care about what the grade is. What they care about, is the immediate feedback, and the self recognition of when they have learned to do something themselves. We celebrate the little strides, grade or no grade. If I give them feedback, they respect that more than a grade, and it's instant. I feel my students want to do a task well, because with the subjects I teach, it makes them more independent as an individual. 

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I actually have my students work in pairs to figure out if they are right or wrong; I've been doing this a while, and I have seem some great things come from it (collaboration, instant grading, and more). The fact that the blog suggested doing something I am already doing was cool. I feel that this strategy works, because you can have students take their comprehension to another level; they work together to figure out who is write, and that takes some critical thinking. It seems to make them take how well they do to heart.

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I actually have my students work in pairs to figure out if they are right or wrong; I've been doing this a while, and I have seem some great things come from it (collaboration, instant grading, and more). The fact that the blog suggested doing something I am already doing was cool. I feel that this strategy works, because you can have students take their comprehension to another level; they work together to figure out who is write, and that takes some critical thinking. It seems to make them take how well they do to heart.

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What suggestions would you have for the unmotivated students, or for those who decide to not "try" on the assignment?

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What suggestions would you have for the unmotivated students, or for those who decide to not "try" on the assignment?

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I am already doing this in math, and when we do presentations. I would love to incorporate this in English too. Perhaps come up with a strategy for them to share and correct writing samples. 

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I am already doing this in math, and when we do presentations. I would love to incorporate this in English too. Perhaps come up with a strategy for them to share and correct writing samples. 

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Participation grade is a huge incentive for students on assignments that are "classwork" where a teacher can simply walk around, question and interact with the students one on one, and check their progress while the students are working on it. Participation grade is different from traditional performance grades and provides better opportunities of engagement since students will not be judged on their performance and thus they would actually try to work on it instead of avoiding it due to fear of failing.

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Participation grade is a huge incentive for students on assignments that are "classwork" where a teacher can simply walk around, question and interact with the students one on one, and check their progress while the students are working on it. Participation grade is different from traditional performance grades and provides better opportunities of engagement since students will not be judged on their performance and thus they would actually try to work on it instead of avoiding it due to fear of failing.

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I disagree. I believe that once we can engage a student into the subject matter and have them understand the purpose of the subject matter they will be vested in doing the material. The key is the buy in, if you can get an individual to take ownership then they are more willing to do it.

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I provide a strong exemplar for students who are capable of independent work. However, it does not work with special populations. Most of my students actually wait for me to work with them and provide them examples or explanation in person. To cater to their needs, I break down paragraphs into sentences and use graphic organizers where I provide sample answer and space for the student example. Example- For the introductory paragraph, I break it down to hook, background information and thesis statement. I provide my sample for each section followed by space for them to create theirs. I do that for all the paragraphs.

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I provide a strong exemplar for students who are capable of independent work. However, it does not work with special populations. Most of my students actually wait for me to work with them and provide them examples or explanation in person. To cater to their needs, I break down paragraphs into sentences and use graphic organizers where I provide sample answer and space for the student example. Example- For the introductory paragraph, I break it down to hook, background information and thesis statement. I provide my sample for each section followed by space for them to create theirs. I do that for all the paragraphs.

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The one thing that I can say is that giving ownership to the students and having them experience value in what they are doing. In working with students my goal is always having them take ownership of their actions which results in consequences.

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Depends on the maturity level of the students, the content, the task, and your definition of "grade it". I feel that you get a much better effort from the students when they know ahead of time the task is being graded for accuracy or at the least given completion points. That being said, there will always be a subset of students that are willing to complete the assignment strictly for the intrinsic value of learning. Teachers should continue to emphasize the value of learning without a grade attached.

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Although writing a reflection seems intriguing, I believe it is also very time consuming and demotivating for the students who are already struggling with writing. An average student wants to just end an assignment as soon as they pass it. They don't want to reflect on it. It is valuable and necessary, but feedback by the teacher is more valuable than reflection since it is more reassuring to the student.

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I love the idea of collecting student scores/identifying misconceptions as a way to provide the teacher with guidance for future instruction.

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What do the "experts" think about completion grades?

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Creating practice and review assignments that can be done as a group is a great strategy where each group first solves the problem and then presents it to the class showing their understanding. 

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Creating practice and review assignments that can be done as a group is a great strategy where each group first solves the problem and then presents it to the class showing their understanding. 

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When and how can we get education as a whole to do this. Meaning, how can we make this a universal change.