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Keep the report card focused on student achievement

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I have never placed grades on these things due to these are not effective ways of assessing or motivating students. The focus is on final grade and not the importance of learning

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I still put assignments in the grade book as a way to communicate home what the kids are doing in class, but it counts for 0% of the grade.

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This is a system approach and should be treated as such.

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I’ve never been pro-homework, only because I’m a new educator. This book has helped solidify the WHY of my educational philosophy.

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I am planning on giving more complete feedback on formative assessments so that it may become more meaningful for students.

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Reading chapter 10 helped me realize the effect zeros and "F"s really have on student image. My team has moved to giving 50% on summative assignments instead of 0% even when students have not submitted anything. I explained this to students as a way to help them rebound while still receiving a failing grade. Let's see how the parents react after these 1st semester grades are posted.

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This is very individual. Students are motivated by different things. Giving students constructive feedback is what I am working on.

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I always thought retakes were just free points and that kids would try to cheat it. Though if the goal is mastery anyway them retaking the test and taking the time to figure out what's on the test so they can purposely practice the stuff they don't know gets them to where they need to be in the end anyway.

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As a wee scholar, I was motivated to do well, or at least I think it was the desire to be praised instead of the fear of failure that drove me to success. After reading this book, I realize how wrong I was. Grades aren’t a motivational factor, and we should find those motivators in other spaces to help students value their role in learning.

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It is still valuable to give feedback on the soft skills. Finding a mechanism is challenging, but important.

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Agree on retakes especially if used for students to understand their mistakes and try to do better. As a parent I love that my child has more than one opportunity to show her learning on an assessment that counts as 90% of the grade.

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I am working on providing more positive and specific feedback on formatives.

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I never liked having any of these items attached to grades. Glad to read about alternative options for holding students accountable.

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Yea I've never really done this and will continue to not do it.

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Working around the use of zeros should be one of the first things that a district addresses.

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What we often think may be the result of the action, may not be what actually happens. Students don’t always respond the way we plan, or the gains in one practice may be minimal, and the bigger comes from something unexpected.

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I’m making the change to 4-point scale and standards based grading. It has really pushed me to analyze carefully my assessments and How I measure student learning.

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Glad I no longer do this

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I used to think the 50% instead of a 0 was clunky and difficult. To be honest, I didn’t fully understand it and felt it was arbitrary. Now that I’m aware this was a step in my district’s plan to get us to the 4-point scale (with 0s permitted) I understand WHY we did this.

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I have a class completely structured around community learning and group projects so I would like to learn more about this.

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I am going to start using pencil and paper reflections opposed to digital ones. This will hopefully give Ss reminders as we return to the reflections regularly

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I want to work at getting the gradebook platform to report and calculate on a 4 point scale. Right now it is points and percentages, so I often convert the score to points.

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Thinking a lot about the role of feedback as a tool for enhance the formative assessment process

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At first I thought that corrections did not count as retakes and were not considered as ethical, but now I think that the corrections process is a way to respect my and the students' time and energy in the grading process for summatives.

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Working to utilize the data from formative assessments as material to adapt future teaching versus as a grade.

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It has made me become more cognizant of the equitable piece of grading.

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Grading only summative assessments and thus eliminating the zero argument are logical moves to me.

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Due to the systems we have, I think 0s are the only option to communicate a missing piece (typed or not, the math is still 0). But I think with the re-assessment systems it is still a powerful communication piece to families that something needs to be done about that assignment, regardless of what the 0 means.

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I’m starting to better understand/accept the use of an alternative grading scale (0-4) by first implementing a standards based approach to determining what we want students to be able to demonstrate as knowledge. Being thoughtful about our standards and content for assessment.

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Trying to give kids more options for the vehicle they use to arrive at the learning so they have more of the intrinsic motivation.

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These have never been a part of my grading and never will be.

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Grading homework for completion even in a 0% category seems more like grading behaviors still, focus more on giving feedback even for practice work

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I’ve never done these (except for grading group work) still working on a way to still grade individuals in groups for their work that is sustainable for me

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It is almost impossible to have success if you try to implement all the changes at the same time- too overwhelming without taking the time to create capacity in all stakeholders, but you have to choose something and take that first step in the right direction.

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Ch 11 said retakes should be required. I’m still grappling with this idea.

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A lot of this content reinforces the work we have begun in Novi. My focus has been on addressing no zeros for cheating.

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Grading all work on a rubric instead of just some, not putting in 0s for missing work

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I am going to try to work to include more positive feedback on formative and summative assessments