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How do we break this habit of thinking not just for the students, but for the parents as well?

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Our district grading policy even states that points are deducted for late work. Grades should be a reflection on the student's skill and expert learning instead of the will. The article listed a few examples like setting manageable goals, connecting the assessment to life experiences, as well as offering student choice.

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Providing feedback as often as possible and allowing the ability to show growth, even if that means to resubmit an assignment/assessment.

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Will Prosper ever go to a standards-based grading system?

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I noticed that the article gives realistic ways to help students understand that the outcome of learning in much more significant than the grade. I am wondering how we can reduce emphasis on the grade if this is what is most often used as a "measure for their success" in today's culture. I have noticed in my own classroom students try a lot harder when they know the work is being graded. I think that society has put so much emphasis on the grade that they don't seem to understand that the grade is not "the point" of actual learning.

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I think that when we give students a lot more freedom in choice of demonstrating their learning, they do focus more on the content. This is an easy way to instill student voice as they become more engaged in the process.

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I have utilized many quick checks for understanding in my classroom as a way to see how students are feeling about the process. With this, I also answer the question "is this for a grade?" with the response that all work should always be submitted as if it is for a grade. I think simply emphasizing that the number is not the important part can be helpful!

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How can we become a culture that emphasizes learning more than grades when so much pressure is put on grades in many areas of students' lives?

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Notice: The first thing I noticed was that the problematic assessment practices the article mentions are not actually student-centered.
Wonder: Since we are still tied to the current grading system, I wonder how I might be able to focus the grade more on the process than the product?

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I think that backwards design can play a significant role in this, as well as removing or decreasing the emphasis of using grades as a quantitative data point to measure student performance, but instead measuring student performance by the qualitative data they show through the process of their work and reflection.

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I think that providing meaningful feedback, using more performance task/process based assignments instead of multiple choice, and just telling them repeatedly that their learning is more important than grades is what I have found to be successful. For most of our kids they have been conditioned since a young age to believe that grades = success, and that is not something that can be un-conditioned overnight, but through consistent practices that demonstrate that is not the case our students can discover the importance of learning > grades.

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How can we get the teachers who have their established methods of instruction/assessment that are grade-focused and product-focused, and have found relative success with that system, to change what they do and how they do it?

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I notice that this article poses the idea of looking at a student holistically-considering their emotional and educational well-being.
I wonder why we still have the demands to continue giving grades focusing on the educational performance without considering the emotional stability of the child.
Too much has happened over recent history and students have not been equipped to manage their emotions well which, in turn, leads to more frequent educational failures.

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If we truly want to give students a chance to become authentic, resilient learners, we need to slow down the pace and demands of content and allow them to learn the skills of perseverance and grit.  A lot of my kiddos are brilliant, but automatically assume when something is hard, it's better to just try to avoid it than go through the effort.
If we were given the time to be able to stop and write SMART emotional and educational goals at the beginning of each unit, then we might notice persistence and a goal focused on success internally and externally. However, the pacing demands don't really allow the time to pause and do those things.

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One of the biggest things students need to know is that they are capable. If they've forgotten, remind them. A lot of times they discredit themselves or assume they shouldn't get it because they never have before. However, if you can just stop and celebrate for a few seconds and affirm them, they will be so much more motivated to keep trying hard things. Kids have the ability to rise to any level you give them the option of achieving, they just have to see validity and purpose in the process and product.

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I agree, I think that standards based grading would be awesome.  But, I also think it's interesting to consider that you can do majority of your first two years of college as pass/fail without an impact, but not primary or secondary school.
How are kids (or parents) supposed to really be able to decipher what the best reflection of their success is if a school district says passing is one percentage, state testing says passing is another percentage, checkpoint assessments say passing is another percentage. It's all too confusing and, at the end of the day, what we really want is kiddos that want to be the best version of themselves by their own choosing, not because someone else says they have to be.

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I wonder how some of the process assessments would look different than completions (ex: checkpoints for projects, etc). We do those for ours, but they are mainly completion while checking for accuracy.

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Students need to be able to reflect on their learning and how they want to improve on it (SMART Goals- shout out to LaTonya Battles) to think and reflect on their learning BESIDES a grade.

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As an Honors teacher, I have been open and honest with my kids on struggling with concepts, especially coming up on Unit 3. I warned them (and parents) that this was the hardest unit so they WILL struggle at some point.

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Since standards based grading as been asked, how can WE as a district shift our focus toward this? The grading policy as others have stated do not address portfolio assessments or growth over a grade. I would love to see Connor Galloway's RISE class be implemented to daily and quarterly expectations for teachers.