Today in class I explained a little about grading, not realizing this prompt today. Two of my students were upset at the question today because they were unsure of the answer. I reminded them that I would be giving them feedback, that we’d have more conversations and practice, and when they were ready, we’d have an “assessment for learning.”
We talked about the fact that the practice before the assessment is not part of the “average;” the record of the their work would be of the quality of their mastery. How well did they learn it, not an “average” of the beginning practice sessions with the final. That’s fair they said, and added to their assignment.
My grading practice needs to reflect student learning, not averages. Many educators are struggling with grades, standardized testing, and assessments. As teachers, we offer feedback daily to help students succeed. But what should a report card look like?
Here are a few pieces I’ve been reading on grading practices:
3Ps: Participation, Progress, Performance by Vanessa Alandar
ASCD Nov 2011: Effective Grading Practices
Grading from Pernille Ripp
It’s Not What We Teach; It’s What They Learn by Alfie Kohn
Abolishing Grading by Joe Bower — a ton to read and review
Edutopia: Courageous Conversation: Formative Assessment and Grading
Joe Bower blog with interview of Dylan Wiliam and link to book Embedded Formative Assessment
How To Grade for Learning by Ken O’Connor
Enhancing Your Layered Curriculum by Dr. Kathy Nunley
A person could blog forever on this topic, until we do something about it. What are your doing?