Some early reflections on 15 reformed #grading practices during distance learning: A thread

➕: a benefit of using the practice during distance learning
➖: a challenge of the practice during distance learning

(practices align with @JoeCFeldman's text Grading for Equity)
1) Avoid the use of 0s: I don't use 0s for student grades when at all possible. I consider it my responsibility to find evidence of student learning for each standard, & sometimes I must find alternative forms of it.

➕ ⬆️ accuracy, ⬆️ equity
➖More need for alternative evidence
2) Use of 4-pt scale: I calculate grades on a 4-pt scale instead of a percentage scale to increase reporting accuracy
➕ ⬆️ accuracy
➖ 🤔
3) Weight more recent performance: When multiple assessments of a skill occur w/in a semester, the most recent score will replace the previous score
➕ ⬆️ accuracy (Haven't applied this yet this year, but no anticipated problems)
➖🤔
4) Grades based on the student's performance, not the group’s: No group grades. Students are assessed individually w/in groups
➕ Just as relevant in distance learning as before; ⬆️ accuracy
➖🤔
5) Use of a logic rule to determine report card grades: I use a logic rule to determine report card grades w/ a simple & logical formula instead of grade book averaging
➕⬆️ accuracy
➖Communicating w/ students & parents before report cards
6) No extra credit: I don't offer extra credit because it inflates grades and unfairly benefits students with greater resources
➕⬆️accuracy, ⬆️equity
➖🤔
7) Alternative consequences for cheating: I want grades to ONLY represent student learning, so I don't want behaviors to be a part of grades-including cheating
➕ ⬆️accuracy, ⬆️ equity
➖More opportunities 2 cheat outside the classroom; tougher to talk w/ Ss 1 on 1 about cheating
8) No grade penalties for late work: I want grades to ONLY represent student learning, so I don't want behaviors to be a part of grades-including late work
➕ ⬆️accuracy, ⬆️ equity
➖More late work so far
9) Exclude participation & effort from the grade: I want grades to ONLY represent student learning, so I don't want effort & participation be a part
➕ ⬆️accuracy, ⬆️ equity
➖Communication of student learning to students & parents before the first summative #assessment
10) Grades only from summative assessment: I want grades to ONLY represent student learning, & summative assessments are the best tools I have to measure learning
➕ ⬆️accuracy, ⬆️ equity
➖More challenging to create valid assessments when students complete them at home
11) Generous retakes and redos: I allow students to retake summative assessments as much as they need to until the end of the semester.
➕ ⬆️accuracy, ⬆️ equity, ⬆️ motivation
➖ Coordination of retakes will likely be even more difficult
12) Use of #rubrics for all assignments & assessments: I use rubrics to increase clarity of learning expectations & transparency in the scoring of assessments
➕ ⬆️accuracy, ⬆️ equity, ⬆️ motivation
➖ It takes a great deal of time to help Ss to understand & internalize rubrics
13) Tests w/o points: My tests don't include points. When multiple standards are assessed on a single test, each is reported separately.
➕ ⬆️accuracy, ⬆️ equity, ⬆️ motivation; greater focus on learning and standards instead of simply accumulating points
➖ 🤔
14) Use of a standards-based grade book: #Gradebook categories consist of the priority standards for ea. semester. All grades align to a standard.
➕ ⬆️accuracy, ⬆️ equity, ⬆️ motivation; greater focus on learning & standards
➖ Helping Ss to understand the gradebook
15) Create a community of feedback: Feedback & learning growth is a central focus of the learning process; Ss receive feedback on ea. priority standard multiple times/unit
➕⬆️ motivation; focus on learning instead of mere point collection
➖Feedback takes lots of teacher time
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