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[[I'm ready to begin!!]]
[[Not today lady...]] [[Why grade with Equity in mind?]]
Grading practices vary across states, districts, classrooms and teachers. This variance accounts for lots of inequity in how student learning is measured and quantified. Having an understanding of equitable grading practices, and examining the structure of individual classrooms is important and neceseqsary in terms of examining and challenging inequitable practices.
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Ok, [[I'm ready to begin!!]] ..."Instead of working harder, the vast majority of students who get an F tend to withdraw, try less, and come to school less because they’re taking an F for what it actually stands for: failure,” Sarah Duncan of the University of Chicago <a href="https://www.edutopia.org/article/do-no-zero-policies-help-or-hurt-students" target="_blank">told edutopia</a> in 2018. “They interpret an F as ‘You do not belong in this environment.”
[[Hmmm, interesting...]]
[[You give your students a zero for not attempting or submitting work]]
<a href="https://www.nea.org/advocating-for-change/new-from-nea/amazing-and-very-challenging-more-educators-rethink-grading" target="_blank">Source: NEA.org</a>
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"In fact, grading policies—which appear to be an objective, fair, and accurate method to describe a student’s academic performance—often increase achievement gaps by infusing grades with teachers’ implicit biases or by rewarding or punishing students based on their families’ resources." <a href="https://www.edweek.org/teaching-learning/opinion-what-traditional-classroom-grading-gets-wrong/2019/01" target="_blank">Source: EdWeek.org</a>
[[Ok, so now what?]]
[[Actually, I need a break...]]
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</div>(text-style:"smear")[#"I needed to make a change"]
"Kristal Jaaskelainen, a high school teacher at a small independent school in Ann Arbor, says many traditional grading practices are designed to punish mistakes and are generally counterintuitive to what and how we want students to learn and achieve.
Jaaskelainen doesn't use zeros, but she isn't quite ready to give up letter grades entirely. Under a "progress points" system, she gamifies her grading by asking a students in a conference what grade they would like. They then talk about how many points it will take for them to get there.
Progress points gives students a tangible target that they need to hit.
"Showing up for class, engaging in class, doing independent work - students can get points for everything," she says. The target doesn't change, and Jaaskelainen works closely and regularly with each student to help them meet it.
Jaaskelainen believes this and other models open up multiple and continuous (text-style:"bold","italic","smear")[entry points] for students that help get them to where they need to be. In the upcoming school year, progress points grading will be piloted by half the teaching staff at her school." <a href="https://www.nea.org/advocating-for-change/new-from-nea/amazing-and-very-challenging-more-educators-rethink-grading" target="_blank">Source: NEA.org</a>
[[Tell me more...]]
[[Wait a second here, aren't we all professionals?]]
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[[Ok, so now what?]] “Too many external factors that are outside of students control can make assignments impossible to complete. Students who have fewer resources and a weaker safety net have been disproportionately harmed by these practices.” —Joe Feldman, author of Grading for Equity
"Each term, (teacher) Jeff Austin creates a "contract" with each student laying out how much work is required to reach a A,B,C or D. Austin meets individually with students five times during the term and provides regular written feedback in between conferences.
It's a philosophy steeped in equity because it acknowledges the different ways different students learn." <a href="https://www.nea.org/advocating-for-change/new-from-nea/amazing-and-very-challenging-more-educators-rethink-grading" target="_blank">Source: NEA.org</a>
[[Grading with equity you say...]]
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"Each term, Austin creates a "contract" with each student laying out how much work is required to reach a A,B,C or D. Austin meets individually with students five times during the term and provides regular written feedback in between conferences.
It's a philosophy steeped in equity because it acknowledges the different ways different students learn." <a href="https://www.nea.org/advocating-for-change/new-from-nea/amazing-and-very-challenging-more-educators-rethink-grading" target="_blank">Source: NEA.org</a>
Tell me more about [[mathmatically sound grading]]
Ok, so what about practices that [[value knowledge and not environment or behavior?]]
How can I support a [[hope and growth mindset?]]
How can I build [[soft skills]] with out grading them?
As you are reading a <a href="https://www.kqed.org/mindshift/52813/how-teachers-are-changing-grading-practices-with-an-eye-on-equity">MindShift article</a> you notice this quote: "(Joe) Feldman hates this scale for many reasons, but the biggest one is the destructive power of a “zero” for missing work. He contends the scale is weighted towards failure because 0-60 represents failing, whereas there are only 10 points between every other grade delineation. And if a student gets a zero on an assignment, it’s almost impossible to climb out of the hole that creates in their grade. Many students just give up. They know it’s mathematically impossible to pass after that."
[[What is this case against zero?]]
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[[Hmmm, interesting...]]
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</div>"The topic of grading is so hallowed that it inhibits conversations even among colleagues. Rarely are teachers able to navigate honest and challenging conversations in which grading is examined, researched, and debated. As a result of having virtually no safe forum to discuss grading practices, teachers remain in their own echo chamber, validated by little except inertia and the vague sense that students seem to be getting the grade they deserve. The irony in teachers’ defense of grading is that most teachers dislike the act of grading. It’s unpleasant, time consuming, and anxiety-provoking (Thorndike, 2005, as cited by Randall & Engelhard, 2010, p. 1376). Teachers often agonize over what grade to assign, are uncomfortable with how much grades matter, and face constant arguments, bargaining, and pleading by students and caregivers over grades. The grading and reporting of student progress, according to Linn and Miller (2005) is “one of the more frustrating aspects of teaching.” <a href="https://crescendoedgroup.org/wp-content/uploads/2018/10/Call-to-Action-for-Equitable-Grading-Oct-2018.pdf" target="_blank">Source: Call to Action</a>
[[Tell me more...]] "Practices that are mathematically sound: Using algorithms that conform to sound mathematical principles and reflect growth and learning as well as truly describea student’s level of mastery. Examples: Using a 0-4 instead of a 0-100 point scale; avoiding giving students scores of zero; and weighing more recent performance and growth instead of averaging performance over time."<a href="https://crescendoedgroup.org/wp-content/uploads/2018/10/Call-to-Action-for-Equitable-Grading-Oct-2018.pdf" target="_blank">Source: Call to Action</a>
[[Show me examples]]"Practices that value knowledge, not environment or behavior. Evaluating students only on their level of content mastery, not how they act (or how teachers perceive or interpret their behavior). Examples: Not grading subjectively interpreted behaviors such as a student’s “effort” or “participation”, or on completion of homework; focusing grades on required content or standards, not extra credit or when work is turned in; not using grades to control students or reward compliance; and providing alternative consequences for cheating or missed assignments."<a href="https://crescendoedgroup.org/wp-content/uploads/2018/10/Call-to-Action-for-Equitable-Grading-Oct-2018.pdf" target="_blank">Source: Call to Action</a>
[[Show me examples]] "Practices that support hope and a growth mindset: Encouraging mistakes as part of the learning process and building students’ persistence and resilience. Examples: Allowing test/project retakes to emphasize and reward learning rather than penalize it; and replacing previous scores with current scores."<a href="https://crescendoedgroup.org/wp-content/uploads/2018/10/Call-to-Action-for-Equitable-Grading-Oct-2018.pdf" target="_blank"> Source: Call to Action</a>
[[Show me examples]] "Practices that build soft skills without including them in the grade: Supporting students’ intrinsic motivation and confidence rather than relying on an extrinsic point system. Examples: Using peer/self-evaluation and reflection; using a more expansive range of feedback strategies; building self-regulation." <a href="https://crescendoedgroup.org/wp-content/uploads/2018/10/Call-to-Action-for-Equitable-Grading-Oct-2018.pdf" target="_blank">Source: Call to Action</a>
[[Show me examples]] <a href="https://gradingforequity.org/resources/teacher-examples-of-equitable-grading/" target="_blank">Real life teacher examples</a>
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