The Case for Standards-Based Grading

Seems like on most days when I hit social media, I’m bombarded by the same chatter—grades are “meaningless,” “don’t measure learning,” and “are corruptive.” And the comments don’t stop there. There’s negative chatter about all forms of grading practices, including standards-based grading.  While I agree that outdated and ineffective grading practices like using a 101 … Continue reading The Case for Standards-Based Grading

Learning isn’t a privilege, it’s a right

I need to come clean with all of you. I’m embarrassed and somewhat ashamed about what I have to reveal. Please refrain from chastising me or rolling your eyes. I hope that you will not think less of me because of this information which I am about to bestow upon you. Okay, here it goes… … Continue reading Learning isn’t a privilege, it’s a right

What story does your grade book tell?

***Updated with a video link at the bottom*** Since I began working with my Secondary Assessment Learning Team (SALT) at my school, I've attempted to tackle numerous projects, but none has been more significant and problematic than my grade book. Since going officially gradeless (feedback only with students, no levels, no points, no scores, no … Continue reading What story does your grade book tell?

Backwards design to survive our quarter course reality

Quarters. Copernican. Ten weeks. These are the words many high school teachers across British Columbia have heard in the last few weeks instilling intrigue, fear, and anxiousness for the new school year. Sure, it’s the same number of teaching minutes, but it’s not so easy to just double the lessons and call it a day. … Continue reading Backwards design to survive our quarter course reality