Grading for Equity by Joe Feldman by Milly Madonna https://padlet.com/oxnardunion/bookclub As you read, I encourage you to annotate your text. Perhaps highlight any quotes you deem worthy of a discussion. Next, respond to the reading by adding your quotes, thoughts, questions, and/or epiphanies. The idea is for us to create a space to have an organic discussion of Feldman's text. Please sign in to padlet or add your name to your contributions. Click the plus sign at the top of each column to add your comments/questions. If responding directly to another's post, use the @ symbol along with his/her name to do so; this will help identify who is speaking to whom. This is also a safe place for us to voice what we've done in the past so that we can be better in the future. Transparency is key if we are to move forward in becoming equitable graders. I commend you all for having the curiosity to do so. Happy reading! en-us 2020-06-27 04:58:34 UTC 2025-10-19 04:22:30 UTC hello@padlet.com milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/648904805 What makes grading so difficult to talk about is that it is the one thing teachers have absolute control over, and asking teachers to change the way they grade may feel like that form of control is just another thing admin wants to strip teachers of. I disagree with this idea but I believe there is some truth to it. However, the traditional grading policy I have in place is doing more harm than good. I've short-changed many students and I've included things that have no business in my students' grades. ]]> 2020-07-07 05:14:11 UTC https://padlet.com/oxnardunion/bookclub/wish/648904805 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/648907498 It's going to take some work to make the change and maybe that's another reason why teachers are hesitant.]]> 2020-07-07 05:19:50 UTC https://padlet.com/oxnardunion/bookclub/wish/648907498 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/648908142 I am sooooo guilty of using grades to light a fire under my students' fannies. I believed that a zero would motivate students to do the work. But grades need to exist only to show what students know and don't know. I'm guilty of taking points off for late work, too. Page xxiii of the prologue identifies a series of variables that show why a student didn't do an assignment. I can't in my right mind ever deduct points for late work again.
I also like the idea that allowing students to turn in assignments when they have the opportunity may cut back in cheating. Yes, we will have students who don't do the work out of sheer laziness; this will be something I will have to navigate but I'm willing to accept this truth FOR NOW. ]]> 2020-07-07 05:21:04 UTC https://padlet.com/oxnardunion/bookclub/wish/648908142 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/648913198 I think the thing that blew me away the most is found in chapter two. The fact that most of us grade using a system that was developed over 100 years ago and was used to separate whites from blacks and immigrants makes me sick to my stomach: "Their scores were ascribed to weaknesses in intellectual capacity, character, and upbringing...rather than to the cultural biases of the tests...Higher scores among white[s] ...and lower scores among immigrant groups and African Americans were used to both affirm the idea of the United States as a meritocracy and to reinforce the validity of the existing hierarchy" (20). Coupled with this is the idea that "schools assigned African Americans, immigrants, and lower-income student groups to lower tracks that would teach them behaviors and skills that consigned them to reap fewer opportunities an a smaller share of the American Dream" (22). This tracking of students was based off of IQ tests that "helped to replicate the existing social and racial hierarchy" of that time (21). What a bunch of crap that was!!!]]> 2020-07-07 05:29:51 UTC https://padlet.com/oxnardunion/bookclub/wish/648913198 The author goes to great length to set up the reality that inequity in grading exists, in part, due to different strategies and philosophies being used from teacher to teacher. Added to this, teachers do not want to discuss or give up their practices. Given the circumstances that grading is squarely in the teacher's domain, how can we effect systemic change in this area beyond any of us adopting practices that come out of this discussion? This book club is a great start. I do find it illogical that any student will have a different grade in one teacher's class vs. another. How do we fix that? https://padlet.com/oxnardunion/bookclub/wish/650215381 2020-07-08 15:42:52 UTC https://padlet.com/oxnardunion/bookclub/wish/650215381 1. So things that stood out to me were: "Extra credit provides multiple ways for students to succeed." (P. 7) I have a hard time understanding how extra credit dilutes or devalues a grade. If it was my job to do the dishes on Monday, but I didn't follow through, does it make the fact that I did them on Tuesday and washed the kitchen towels afterward any less valuable? heather_molloy https://padlet.com/oxnardunion/bookclub/wish/650244361 2020-07-08 16:12:50 UTC https://padlet.com/oxnardunion/bookclub/wish/650244361 Favorite Statement. Pg. xxiii wendi_butler https://padlet.com/oxnardunion/bookclub/wish/650292649 "To my relief, I also learned that grading, if done differently, can be accurate, not infected with bias, and can intrinsically motivate students to learn. Grades can clearly and more objectively describe what student know and can do. Grading practices can encourage students not to cheat but to learn, to persevere when they fail and not lose hope, and to take more ownership and agency for their achievement. And the power of these approaches can be especially transformative for struggling students - the students who have been beaten down year after year by a punishing grading system of negative feedback and unredeemable failure."
This is the Hope of Equitable Grading]]> 2020-07-08 17:11:00 UTC https://padlet.com/oxnardunion/bookclub/wish/650292649 Priorities based from our discussion is to: 1. Define the intention and purpose of Grading; 2. Discuss what each of the Grades communicate; 3. Determine how to implement soft skills for successful learning. heather_molloy https://padlet.com/oxnardunion/bookclub/wish/650298763 How do we align our grading to the standards?]]> 2020-07-08 17:17:44 UTC https://padlet.com/oxnardunion/bookclub/wish/650298763 This may be premature, given that we need to finish reading the book... but can we (or should we) consider standards based report cards? Each department has a report card that lists the standards for the discipline and grade level. Marks reflect progress towards achieving the standard. This then leads me to ask, what evidence should these marks be rooted in? theresalujan https://padlet.com/oxnardunion/bookclub/wish/650320495 2020-07-08 17:45:09 UTC https://padlet.com/oxnardunion/bookclub/wish/650320495 About five years ago I read the book listed on the back of this one by Ken O'Connor. It's a great read. - Ransom https://padlet.com/oxnardunion/bookclub/wish/651243128

Also, on Facebook there is a "Standards Based Learning and Grading" group I belong to. Ken O'COnnor is a frequent poster/responder. Most of the posts are for people who are newer to SBG and most of the posts 
are about practical issues. -Ransom]]> 2020-07-09 18:59:21 UTC https://padlet.com/oxnardunion/bookclub/wish/651243128 elisabeth_harrell1 https://padlet.com/oxnardunion/bookclub/wish/654318555 P.29 - Study by John Hattie on student teacher relationships and success. - SO Important! 

P.30 Ts depend on Ss to make mistakes - I ask for feedback on labs and activities and try new things all the time. When labs don't work we look at what went wrong and it doesn't affect their grade. I thank them for participating in the process and taking risks in being wrong. That's how learning happens! 

This can only really happen successfully when there is a trusting and positive 
relationship between Ts and Ss. ]]> 2020-07-14 16:17:03 UTC https://padlet.com/oxnardunion/bookclub/wish/654318555 P.31 elisabeth_harrell1 https://padlet.com/oxnardunion/bookclub/wish/654325059 "Students may skip class because they are unprepared or not confident." We see this as defiance while it may just be self-preservation. Grading all assignments and every mistake leads to student shutdown and a decrease in educational risk-taking. Woah! ]]> 2020-07-14 16:23:39 UTC https://padlet.com/oxnardunion/bookclub/wish/654325059 P.35 "We preach the gospel of learning, but we make students genuflect to the altar of points." norma_salcido https://padlet.com/oxnardunion/bookclub/wish/654727047 I've seen this so many times. Students asking how many points some assignment is worth when I haven't even finished explaining what it is we are doing :( Other students asking what their grade will be if they don't do an assignment, which also speaks to the difficulty students have calculating their grade when it is divided into weighted categories.]]> 2020-07-15 02:31:19 UTC https://padlet.com/oxnardunion/bookclub/wish/654727047 P. 36 "Many educators, whether limited by unconsciously racist assumptions or guided by theories of a "culture of poverty", too often apply a "deficit lense" to African American, Latino, and low-income students, believing that those groups of children require and even hunger for immediate, concrete rewards and extrinsic incentive systems - that their environment simply does not support, and they cannot handle intrinsic motivation. norma_salcido https://padlet.com/oxnardunion/bookclub/wish/654732087 2020-07-15 02:38:53 UTC https://padlet.com/oxnardunion/bookclub/wish/654732087 P. 56 "Because of inconsistent grading practices teachers receive misplaced students from other teachers." norma_salcido https://padlet.com/oxnardunion/bookclub/wish/654737518 I've heard this general complained about students moving to the next class without having the skills needed. Maybe this could encourage teachers to start the discussion about creating a more common grading system.]]> 2020-07-15 02:47:09 UTC https://padlet.com/oxnardunion/bookclub/wish/654737518 P. 62 "...we as teachers influence whether students see academic success as a mastery of performance goal, and we therefore influence how they behave in response to the task we give them, which in turns affects their likelihood of success." norma_salcido https://padlet.com/oxnardunion/bookclub/wish/654740485 I would like to move toward mastery learning and have my student continuously evaluate and reflect on their progress. Need to work on the how. Maybe that is in the following section.]]> 2020-07-15 02:51:11 UTC https://padlet.com/oxnardunion/bookclub/wish/654740485 Grading Hacks! P.51 elisabeth_harrell1 https://padlet.com/oxnardunion/bookclub/wish/654848509 This section on the mathematics of grading was spot on! At the end of every semester, I change "0" to "40" for any assignment not completed to boost the grades of my students and I know this is a common practice. Grading systems are so personal to teachers and our values so grades do not always accurately reflect the success of our students. I was never taught in my credential classes how to grade. We didn't discuss assessment until my masters program and even then I made changes but not enough to grade fairly and accurately.]]> 2020-07-15 05:37:30 UTC https://padlet.com/oxnardunion/bookclub/wish/654848509 P.55 Student Comment elisabeth_harrell1 https://padlet.com/oxnardunion/bookclub/wish/654849164 I loved the addition of the student comment on being confused about how teachers grade. That kid was right.We all do our own thing, have different requirements, and place more or less value on different parts of student participation in class (homework, tests, projects, participation, etc). This is part of the reason I have stuck toa simple 0-100 system for so long and modified by removing late work penalties and allowing for retakes of exams. I hoped to keep it simple for me and the students but now know that the whole system wasn't working! ]]> 2020-07-15 05:38:42 UTC https://padlet.com/oxnardunion/bookclub/wish/654849164 Traditional grading stifles risk taking because students focus only on the outcome...not the process. It hides and provides misleading information because different teachers weigh differently and two students can have the same grade but with different competencies and areas of need. It invites biases because of "fudging," which I am guilty of doing. :( heather_molloy https://padlet.com/oxnardunion/bookclub/wish/655256492 2020-07-15 16:22:58 UTC https://padlet.com/oxnardunion/bookclub/wish/655256492 Another good read, which I am concurrently devouring at a criminal pace is The Skin that We Speak, which addresses bias in the form of racism and classism of language and linguistics. I recommend for all English and ELD teachers. If you have an Amazon Prime account, you can read it for free with Prime Unlimited. If you do decide to pick it up, please let me know. I would love to discuss! :) heather_molloy https://padlet.com/oxnardunion/bookclub/wish/655259933 2020-07-15 16:27:10 UTC https://padlet.com/oxnardunion/bookclub/wish/655259933 What were the greatest surprises to you in this reading? Your "ah ha" or ideas that challenged your own paradigm? wendi_butler https://padlet.com/oxnardunion/bookclub/wish/655260221 2020-07-15 16:27:33 UTC https://padlet.com/oxnardunion/bookclub/wish/655260221 Regarding Multiple Intelligences: Here are some resources for those interested. heather_molloy https://padlet.com/oxnardunion/bookclub/wish/655281553 https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161

https://www.edutopia.org/multiple-intelligences-research

https://www.youtube.com/watch?v=s2EdujrM0vA]]> 2020-07-15 16:53:15 UTC https://padlet.com/oxnardunion/bookclub/wish/655281553 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/655361725 I am loving reading this dialogue! We are on the cusp of greatness!

]]> 2020-07-15 18:37:42 UTC https://padlet.com/oxnardunion/bookclub/wish/655361725 Long post here to put in writing some of the things I mentioned in this week's discussion, which might have been confusing since it was coming unprepared and off the top of my head from practices I used about a decade ago.... These were some of the thoughts that went into my grading when I had to shift to an A-F grading system after having taught elementary, then in an open middle school that didn't have traditional grades, and after having done my dissertation about open and traditional classroom practices and outcomes. I was assigned to teach 7th and 8th grade "Passport to Math and Science" - a block for both subjects with students who were either 2 or more years behind grade level (in one block) or ELD (in another block). Here were some of my grading practices and the thoughts behind them: kimstephenson1 https://padlet.com/oxnardunion/bookclub/wish/655816226 1) Daily practice/homework was only worth 10% of the overall grade and only checked quickly for completion at the beginning of the period - checked off while kids did a warm up.  I think I marked my chart with a slash if done, an A if absent (which I would slash when they returned and showed it to me), or an M if missing.  At the end of the week, I just counted the slashes for their Practice Points for the week. The idea was to accommodate life and not penalize heavily for missing/late work.  If a student could pass the assessments/projects, showing me they could meet the standards to go on to the next level, daily practice/homework could only penalize them by 10% max - or one grade level (A to B, for example, not completely knock them out).  Why knock a student 25% from his assessment/project grade (say from an 85% B to a 60% D-), for not doing homework that apparently s/he really didn't need to do anyhow?

2) We spent most of the rest of the period discussing the issues they had on the warm up (typically spiraled concepts) and on the practice work, then starting the next activity/assignment, so I could make sure they were off to a good start to move forward on their own after class.  The discussion was really a self-evaluation of mastery.  I encouraged them to correct their own work, argue, mark all over it, and I always praised risk-taking/question-asking as an example of how excellent students learned. They weren't used to being called excellent students.  I was changing mindsets, and when admin/visitors would come in, I would have to change their mindsets about my kids too - pointing out that based on how they were engaging in class, you wouldn't be able to tell them from an Honors class. 
 
3) Students could collaborate with a willing partner on an assessment, but they each had to write their own work, and the max they each could earn on the assessment was a C.  Before I would hand out the assessment, I would ask, is anyone partnering today?  Usually they had already decided; sometimes they just decided right there, but they did have to decide before I'd give them the work. I would grade each of the partners' assessments separately, so they wouldn't necessarily walk away with the exact same score. Students who thought they could do better than a C knew better than to partner with someone else and limit their own grade to a C max. I didn't see a lot of higher achieving kids "saving" lower achieving kids, and heard conversations between friends, like "I studied hard.  Sorry, I think I can do better than a C on this one."  And if they sacrificed for a friend on occasion, it was their choice.  Choices are empowering and can be lessons of their own right.  I would keep an eye out in case I might need to talk to someone about their choices, but that really didn't come up very often (or I would learn there was a good reason that I wasn't aware of).  It was really the students who would have gotten lower than a C on their own who opted to work together, and that seemed like better learning to me than what they would have done otherwise, and definitely led to more engagement than sitting there feeling hopeless. The D they would often earn was better than the 2 Fs they would have earned separately. Students were allowed to work together in class most of the time - collaboration was part of the culture.  It was an option for learning, not automatically considered cheating. Cheating would have been something deceitful.

4) Students who earned less than a C on the initial assessment could retake assessments as many times as they liked on their own time (not during class time) by arrangement with me - lunch/before/after school until 1 or 2 weeks before the end of a grading period.  (I didn't want them missing the new stuff we were going over in class to take retakes.)  We had lots of talks about not wasting our time by retaking tests without studying in between. If I saw that happening, I would make them prove to me what they had done (or have them explain why they thought they would do better this time) before I'd give them the assessment again. The max they could get on a retake was a C.  I usually gave a different version of the assessment, because we would discuss assessment results in class.

5) So...students who took assessments in pairs and students who retook tests would get a maximums of Cs in the gradebook.  If they earned an A or a B, they would get a C in the gradebook.  If they earned a C or below, the grade they earned was what went into the gradebook.  This seemed to be a pretty good representation of their performance and mastery relative to their classmates.  I also didn't want to encourage putting things off, thinking they could just retake things later and still get an A (kid-think).

6) There was a lot of learned helplessness in the group.  I felt confident and reassured them that passing my class meant that they had proven that they were ready to take the next class.  It was my honor at stake, so they had to prove to me they could do the essential work..

7) There have been a few times in my career where I have told naysayers, "Give me a year to prove that this works.  Why give the kids the same work in a different colored textbook?  It didn't work the first few times.for these kids.  Let me do it a different way."    Sure enough, my standardized test scores in those classes were triple those of like classes in the district that Spring.  Their scores were in the teens, like before. Ours were in the 45-50s.  It wasn't just the grading practices. I taught the course differently in several ways, trying to be more relevant and culturally responsive.  One more example: When I taught K, I was criticized for "allowing invented spelling" (in the early 90s) in a very high achieving traditional school. About 2 years later, we were talking about writing in a staff meeting and that same critical 1st grade teacher rose her hand and said, 'I don't care what she does, her kids write when they get to me and they're not afraid to do it" (unlike the kids who came from the teacher who wanted everything to look perfect, held their hands to make sure it did, and marked it wrong when it didn't).  My goal was for them to get their ideas on paper then work with them on fine-tuning bit-by-bit over time to improve their abilities to communicate in writing - and that looked different for each student..

Teaching outside the norm takes a lot of thought and research - What are your goals?  Are your practices consistent with them?  And a lot of guts!

As I said today, I've only read the Prologue to Ch. 2 that were available online.  I picked up my book this afternoon, so the author may say some of this is not so good, but I thought it worked pretty well! ]]> 2020-07-16 06:57:25 UTC https://padlet.com/oxnardunion/bookclub/wish/655816226 So I think traditional grading demotivates students because it stifles risk-taking, hides information, invites biases, and provided misleading information (See question regarding Ch. 3 and 4). In a way, what Kim said below about speaks to how choice and opportunity empowers to have a bit more agency over their grades. It expertly answers the above question by providing a non-example. I do worry a wee bit about how kicking back an assignment multiple times might be frustrating or demoralizing to a student. The purpose is to give them agency not to defeat them. So I would love to hear thoughts/ideas about walking the line (as Johnny Cash so eloquently sang about) between the two positions. heather_molloy https://padlet.com/oxnardunion/bookclub/wish/659540023 2020-07-21 20:56:41 UTC https://padlet.com/oxnardunion/bookclub/wish/659540023 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/659910463 Traditional grading tells students that it is a lot easier to fail than it is  to succeed; i.e., students' chances at failing are far greater than succeeding. Furthermore, traditional grading disempowers and demotivates students because in the space of learning, students may fail and it will be held against them. It goes back to how it stifles risk-taking, too.

]]> 2020-07-22 06:30:46 UTC https://padlet.com/oxnardunion/bookclub/wish/659910463 PDF to the Grading for Equity workbook we used during the institute milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/659913947 2020-07-22 06:37:15 UTC https://padlet.com/oxnardunion/bookclub/wish/659913947 Links to two videos on the impact of traditional grading milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/659915648 2020-07-22 06:40:22 UTC https://padlet.com/oxnardunion/bookclub/wish/659915648 Joe Feldman's Grading for Equity webinar milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/659921396 2020-07-22 06:50:51 UTC https://padlet.com/oxnardunion/bookclub/wish/659921396 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/659933707 2020-07-22 07:12:15 UTC https://padlet.com/oxnardunion/bookclub/wish/659933707 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/659935114 2020-07-22 07:14:59 UTC https://padlet.com/oxnardunion/bookclub/wish/659935114 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/659947588 2020-07-22 07:39:35 UTC https://padlet.com/oxnardunion/bookclub/wish/659947588 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/659949920 2020-07-22 07:43:20 UTC https://padlet.com/oxnardunion/bookclub/wish/659949920 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/659951200 2020-07-22 07:46:04 UTC https://padlet.com/oxnardunion/bookclub/wish/659951200 If you would like to follow Feldman's Twitter he's @JoeCFeldman milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/659953896 Also, located on his website gradingforequity.org is a quiz you can take to see how equitable your grading is. FYI, i didn't take it because I already know it's not.]]> 2020-07-22 07:52:00 UTC https://padlet.com/oxnardunion/bookclub/wish/659953896 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/659956260 2020-07-22 07:57:17 UTC https://padlet.com/oxnardunion/bookclub/wish/659956260 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/659956791 2020-07-22 07:58:31 UTC https://padlet.com/oxnardunion/bookclub/wish/659956791 Averages and Equity wendi_butler https://padlet.com/oxnardunion/bookclub/wish/660254850 I was particularly impacted by the fact that when zeroes are included in an average, the entire average is skewed. In a scientif]]> 2020-07-22 16:25:29 UTC https://padlet.com/oxnardunion/bookclub/wish/660254850 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/661706835 2020-07-24 07:09:20 UTC https://padlet.com/oxnardunion/bookclub/wish/661706835 Okay, this is an early morning stream of consciousness. No extra credit anymore for me. Offering choice in assignments will allow students to utilize their strengths or challenge themselves accordingly. Alternative assignments will be offered via distance learning to address issues or concerns with equitable access keeping biases in check (building in low-tech options into a choice board might accomplish this and provide for all to make a decision based on what best suits their circumstance, without having to explain to me). In the past, I've used a 5-point scale for all grades and in a separate class, I had a no-zero policy with 50% being the minimum percentage achieved. Both worked well. There is so much to consider, but I know I'll be grading differently this year. Right now I am leaning into the idea of adopting the A, B, C, D, F scale utilizing modes for each of the standards. But I don't like the F just like I don't like the 0. Can I call it an E (as a logical progression, or will that confuse people?) I also have to keep in mind that my fellow colleagues look at my gradebook regularly to help report performance in IEPs. heather_molloy https://padlet.com/oxnardunion/bookclub/wish/665041124 2020-07-29 14:49:03 UTC https://padlet.com/oxnardunion/bookclub/wish/665041124 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/665106753 "When everything is judged and assigned a point value, students can't be realistically confident they will succeed at all the many tasks" (60)."...students don't know whether any given teacher's system will benefit them or be fair" (60).]]> 2020-07-29 16:03:37 UTC https://padlet.com/oxnardunion/bookclub/wish/665106753 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/665109918 When we encourage a grow mindset yet grade everything, we send the wrong message.]]> 2020-07-29 16:07:00 UTC https://padlet.com/oxnardunion/bookclub/wish/665109918 homework with no flexibility may encourage cheating (62-63). milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/665112403 2020-07-29 16:09:31 UTC https://padlet.com/oxnardunion/bookclub/wish/665112403 question of the hour... milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/665113261 'How can we minimize traditional grading's negative impact on learning, particularly for vulnerable student populations, and instead reimagine grading to encourage, rather than undermine, effective teaching and learning"" (63).]]> 2020-07-29 16:10:32 UTC https://padlet.com/oxnardunion/bookclub/wish/665113261 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/665116427 "We want our grading practices to promote the best and most aspirational thinking of what our students are capable of as learners, regardless of their race, their first language, their family's income...and to support the best of what we are capable of as educators" (65)."]]> 2020-07-29 16:13:49 UTC https://padlet.com/oxnardunion/bookclub/wish/665116427 The three pillars (Presented Monday during Oxnard U) milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/665118997 Accurate (Mona)-we don't include irrelevant info
Bias-Resistant (Brianna)-all students are given the opportunity to succeed regardless of privilege
Motivational (Milly)-emphasis on value of learning rather than point collecting; practices support a growth mindset; encourages risk-taking; increase student confidence that all are equally eligible to succeed-even predestined for this success- regardless of circumstances or educational background; encourages "soft skills".]]> 2020-07-29 16:16:50 UTC https://padlet.com/oxnardunion/bookclub/wish/665118997 7/29/20 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/665180916 Norma Salcido
9:39 AM
Thank you for all the materials you are sharing with us Milly :)
Carly Jones
9:39 AM
Where can I find the padlet link again?
Elisabeth Harrell
9:40 AM
https://padlet.com/milly_madonna1/bookclub
Carly Jones
9:40 AM
Thank you!
Mujde Pidduck
9:40 AM
https://padlet.com/milly_madonna1/bookclub
Norma Salcido
9:43 AM
Carly if you like it, it will show up in your padlet homepage 
Elisabeth Harrell
9:44 AM
yes, Jay Sorensen sent it our
Elisabeth Harrell
9:49 AM
They are amazing! 
Mujde Pidduck
9:51 AM
I don't see a Google Meet link for the meetings Milly is talking about. Am I missing something? 
Elisabeth Harrell
9:52 AM
I think I shared this last week but here is Emily's blog if you want more information on how she uses Mastery Tracking: http://www.persistentteachercommunity.com/2019/01/teaching-students-to-self-assess-and.html
David Ramirez
9:55 AM
Extrinsic motivation Butler vs Intrinsic motivation 
Mujde Pidduck
9:57 AM
I think you'd make an awesome admin girl
Wendi Butler
10:02 AM
And...have teachers analyze their gradebooks to see what they valued with their grading systems!
This is a persuasive experience - support a claim/concept with logical reading and reasoning.
Wendi Butler
10:03 AM
But....in small groups with purposeful break out topics can be rich!!
Mujde Pidduck
10:05 AM
M&M!
Remember that!
Kim Stephenson
10:08 AM
A group of "my classrooms" can prove to the rest that something good is happening, then it expands to other classrooms.
Heather Molloy
10:08 AM
I don't know how this will work, but I am going to put the ELA CCSS into my gradebook at the beginning of the quarter. 
And I am going provide feedback on assignments with a "grade" and rubric of:
Heather Molloy
10:09 AM
Advanced
Proficient
Developing 
Introductory
Theresa Lujan
10:09 AM
@heather, I love the narrative as a grade
Heather Molloy
10:10 AM
Thanks. I am also developing gamified choice boards as a weekly "learning log"
That's why I was late!  I was too enthralled in my work!  Hahaha!
Wendi Butler
10:13 AM
Sooooo....when homework is not scored....the work is for the practice and learning....not for enough points
Wendi Butler
10:14 AM
evaluating
Elisabeth Harrell
10:16 AM
Thats what I was going to share Roger. Especially if some teachers are making equity changes and others aren't. 
Heather Molloy
10:16 AM
@theresa: yes!
And when we backwards plan, we won't have to put so much "busy work" in!
Carly Jones
10:18 AM
@Theresa--Norma had identified four of the SEPs that she wants to focus on. All of them would be too much.
Heather Molloy
10:18 AM
Deadlines are really more for teacher convenience than anything.
So we can meet our deadlines for grading, state assessment, etc. 
You
10:20 AM
multiple assessments to measure learning
Heather Molloy
10:20 AM
I started typing as I read this morning:  Learning is a lifelong process.  My goal for you in this class is to practice the educational standards regularly to improve your skills in reading, writing, listening, and speaking.  Your grade will come only from your comprehension and ability to express it related to the ELA CCSS Standards 11-12. 

However, I do also value learning and growth in other areas often referred to as soft skills. 
We will be practicing soft skills regularly, but you will not receive a grade from doing so.  Instead, your value in return will be growth and improvement in: communication, responsibility, work ethic, etc. 

You will find that my grading this quarter will be very different from other teachers.  I will not be awarding points at all this quarter.  I will be providing you with feedback instead.

Practice will be assigned regularly and you are expected to practice regularly and complete all assignments because I need to have evidence that you are able to meet the standards to assign you a passing grade in this class.  Evidence of your practice will be kept in a weekly learning log and/or a game board. 
You
10:22 AM
I'm excited to see this in action
quarter system that is
Heather Molloy
10:23 AM
I love quarter system.  It's my fave. 
Mujde Pidduck
10:24 AM
Yep, multiple measures, assessments, projects!
Mujde Pidduck
10:25 AM
Multiple intelligences need to be taken into consideration
Wendi Butler
10:26 AM
My students who were involved in the large scale projects I ran were the most engaged, saw the most relevance in the build up work they did and took the most pride in their final product that I EVER saw in 25 years of teaching. Projects - well run, well organized projects - transform classrooms and kids
Norma Salcido
10:27 AM
On page 164 instead of 0-4 or A-F they use descriptors  to let the kids know where they are in the learning process. *Exceeding Standards * Meeting Standards *Approaching standards * Not Yet Met Standards * Insufficient Evidence
Mujde Pidduck
10:28 AM
I had one of the top students this year who did amazingly in every assignment, but cried when she was given the assignment of writing a poem. That wasn't her. BUT the creative student who hated all other types of assignments LOVED that project. Here you go! All learn differently!
Heather Molloy
10:28 AM
@Norma: I like that too.  
I think the only thing I would change would be instead of Not yet met standards. 
Theresa Lujan
10:29 AM
@Milly, TY
Heather Molloy
10:29 AM
to Practicing Standards
Mujde Pidduck
10:29 AM
That top student still did the work. Got a great score still, but was challenged. That's ok!
Kim Stephenson
10:30 AM
Project based really flips equity...a lot of our street-smart kids do way better than "compliance" kids when having to "do" something that's not prescribed.
Mujde Pidduck
10:30 AM
@Kim- I agree!
Kim Stephenson
10:31 AM
@mujde - and being able to perform is way more important in life than simply being able to follow concrete instructions.
Roger Adams
10:32 AM
Continuous Growth Models
Roger Adams
10:34 AM
I have to step away.  Thanks everyone! Great discussion.
Mujde Pidduck
10:34 AM
@Kim- exactly. Huge fan of project-based learning and I see the students are usually appalled by the amount of presentations they have to do but appreciate it at the end. It's unorthodox for them to not have multiple choice tests. But they realize that "hm, education can be meaningful!" It prepares them for life better!
David Ramirez
10:34 AM
Oh and my friends call me Chris (my middle name). Please call me Chris. 
You
10:35 AM
Got it, Chris!
David Ramirez
10:35 AM
You're all friends!
Kim Stephenson
10:35 AM
@Sorry, Chris...i only saw your name on the screen.
]]> 2020-07-29 17:36:39 UTC https://padlet.com/oxnardunion/bookclub/wish/665180916 Feedback for Growth kimstephenson1 https://padlet.com/oxnardunion/bookclub/wish/665277086 Feedback for growth is a lot like the "Everyone gets what they need" situation we have discussed elsewhere.  For example, in student 1's case, I'm going to encourage her to use better punctuation because her message will be so much clearer.  Knowing you're sh*, versus Knowing your sh*."  In student 2's case I'm going to ask him to expand on his thoughts about xyz.  It is such a good point that should really stand out more in his argument.  In student 3's case, I'm going to suggest that a reorganization would make more sense to the reader.

This emphasizes growth, student voice and choice, and shows that you value their individual work/purpose.

Where you put your attention, reinforces the behavior.

Everyone moves forward from where they are., and in the end it's less of a comparison/competitive culture (some win, some lose) than a growth/effectiveness/we all can contribute in our own ways (we all win) culture.]]> 2020-07-29 20:06:30 UTC https://padlet.com/oxnardunion/bookclub/wish/665277086 This will give you access to the entire conference milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/669883073 2020-08-05 06:06:04 UTC https://padlet.com/oxnardunion/bookclub/wish/669883073 Verity Olliff from Rio Mesa How to Use Rubric Scoring milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/671001988

]]> 2020-08-06 05:06:53 UTC https://padlet.com/oxnardunion/bookclub/wish/671001988 Mona Pinon (d.o.), Brianna Davis (Rancho), and Milly Madonna (CIHS) Key Points milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/671005432 2020-08-06 05:12:33 UTC https://padlet.com/oxnardunion/bookclub/wish/671005432 8/12/20 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/671015326 2020-08-06 05:29:27 UTC https://padlet.com/oxnardunion/bookclub/wish/671015326 Emily Gutherie Mastery Tracking: Student-led Assessment milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/671024713 2020-08-06 05:46:07 UTC https://padlet.com/oxnardunion/bookclub/wish/671024713 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/676023804 Feldman’s comment regarding a question about a student who has done well on all assignments prior to final assessment and then bombs final assessment. ]]> 2020-08-11 17:33:52 UTC https://padlet.com/oxnardunion/bookclub/wish/676023804 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/676546537 Googling the answer during the learning process isn’t cheating.
For this remote thing to work, this needs to be made explicitly clear to students. 

]]> 2020-08-12 01:24:17 UTC https://padlet.com/oxnardunion/bookclub/wish/676546537 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/676798218 Hope=Redemption

]]> 2020-08-12 06:47:10 UTC https://padlet.com/oxnardunion/bookclub/wish/676798218 Growth Mindset milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/676800179 Frustrated? Persevere.
Fail? I learn.
Succeed? Inspired.
Feedback? Improve.
Challenges? Embrace. 

]]> 2020-08-12 06:50:20 UTC https://padlet.com/oxnardunion/bookclub/wish/676800179 Quote(s) milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/676800980 “It is our moral imperative to stop using grades as [rewards] and punishments and instead reframe and reemploy them to give more students a sense of self-efficacy, endless capacity and hope’ (159). ]]> 2020-08-12 06:51:34 UTC https://padlet.com/oxnardunion/bookclub/wish/676800980 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/676802061  ]]> 2020-08-12 06:53:03 UTC https://padlet.com/oxnardunion/bookclub/wish/676802061 Question(s) milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/676805432 1. What would have to change for your classroom or your school to commit to mandatory retakes and redos? What would make these difficult? What could your school do to make it easier to make retakes and redos mandatory?

2. How much of a motivator is hope? How could offering redemption via retakes and redos affect students’ motivation?]]> 2020-08-12 06:58:36 UTC https://padlet.com/oxnardunion/bookclub/wish/676805432 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/676852848 As you can see, Ss have a better chance at failing than they do at passing when Ts use the traditional grading system. It's time to ditch this and move to the alternative scale.]]> 2020-08-12 08:21:00 UTC https://padlet.com/oxnardunion/bookclub/wish/676852848 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/676854921 2020-08-12 08:24:20 UTC https://padlet.com/oxnardunion/bookclub/wish/676854921 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/676858710 2020-08-12 08:31:36 UTC https://padlet.com/oxnardunion/bookclub/wish/676858710 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/676865699 2020-08-12 08:43:01 UTC https://padlet.com/oxnardunion/bookclub/wish/676865699 Why Asking Students to Choose the Grade They Want Motivates Them to Learn milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/676866860 *The article is there; not sure why it posted the way it did. Just click on what looks like a template :)]]> 2020-08-12 08:45:12 UTC https://padlet.com/oxnardunion/bookclub/wish/676866860 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/676869351 2020-08-12 08:49:23 UTC https://padlet.com/oxnardunion/bookclub/wish/676869351 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/676869884 2020-08-12 08:50:31 UTC https://padlet.com/oxnardunion/bookclub/wish/676869884 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/676870455 2020-08-12 08:51:41 UTC https://padlet.com/oxnardunion/bookclub/wish/676870455 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/676875310 2020-08-12 09:00:45 UTC https://padlet.com/oxnardunion/bookclub/wish/676875310 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/676876766 2020-08-12 09:03:57 UTC https://padlet.com/oxnardunion/bookclub/wish/676876766 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/676879104 2020-08-12 09:08:59 UTC https://padlet.com/oxnardunion/bookclub/wish/676879104 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/676879899 2020-08-12 09:10:24 UTC https://padlet.com/oxnardunion/bookclub/wish/676879899 The plan includes targeted communication of our grading policies to five major stakeholder groups: students, parents, administrators, counselors, & teacher milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/676881666 2020-08-12 09:13:45 UTC https://padlet.com/oxnardunion/bookclub/wish/676881666 A good, concise explanation of the distinction between 1-4 DOK levels and 1-4 proficiency scale/standards grading. @SolutionTree milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/676883010 2020-08-12 09:16:22 UTC https://padlet.com/oxnardunion/bookclub/wish/676883010 If a student blows your final, but you KNOW they knew the material, what you have is an external threat to the validity of the measure. Don't use that piece of data. milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/676884404 2020-08-12 09:19:19 UTC https://padlet.com/oxnardunion/bookclub/wish/676884404 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/676886307 2020-08-12 09:23:19 UTC https://padlet.com/oxnardunion/bookclub/wish/676886307 Grading for Learning: Tips from teachers milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/676888559 2020-08-12 09:28:16 UTC https://padlet.com/oxnardunion/bookclub/wish/676888559 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/676889783 2020-08-12 09:30:51 UTC https://padlet.com/oxnardunion/bookclub/wish/676889783 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/680996878 2020-08-14 20:42:56 UTC https://padlet.com/oxnardunion/bookclub/wish/680996878 milly_madonna1 https://padlet.com/oxnardunion/bookclub/wish/681076786 2020-08-14 22:13:09 UTC https://padlet.com/oxnardunion/bookclub/wish/681076786