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 While I agree that outdated and ineffective grading practices like using a 101 … Continue reading The Case for Standards-Based Grading
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
***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?
For the first month of quarter one, I saw approximately 50% of my English 8 students. No joke. I’d take attendance and hit an equal number of Absent as I did Present into Myed. After putting my heart and soul into planning a quarter and being stoked to be back in the classroom face to … Continue reading Popcorn attendance, learning opportunities, and mulligans: musings about teaching in a quarter system