The biggest challenge in convincing teachers to stop averaging scores over time and, instead, use recent and consistent evidence to determine a final grade isn't actually in convincing them the practice is more sound and equitable.
The challenge is much more concerning.
1/9
The challenge is much more concerning.
1/9
Most teachers can quickly see the positive effect this type of assessment practice has on the accuracy of grades, the effect on the student, and the increase in equitable reporting (and the effect on motivation this results in).
That's not the hold up.
2/9
That's not the hold up.
2/9
The hold up is often phrased as confusion about how this would work or concern about how students would view practice and if they would do it, but let's translate that to what it really means, what we're really saying when we give that as our reason not to change.
3/9
3/9
The issue is that it requires teachers to give up their "grades as control" mentality. It takes away the stick that many classrooms use to force compliance, and many teachers refuse to do that. The short-term benefits of compliance and control are given priority.
4/9
4/9
I don't say this to bash Ts who are nervous about changing grading practices. That fear is absolutely well-founded. Without implementing certain practices or making certain changes to how we teach, taking away the stick will, sadly, result in chaos if nothing else changes.
5/9
5/9
But please know that it can work. It will take time. There will be setbacks. There will be frustration. On the other end of that, though, is an absolutely incredibly classroom. That one you've always dreamed of where kids understand what, why, and how to learn.
6/9
6/9
That authoritarian classroom, that power dynamic we force with traditional (read, counting everything in the grade book to use it as a forcer of compliance) grading – that feels safe, it feels comfortable.
But, does it truly feel good?
7/9
But, does it truly feel good?
7/9
When students complain about grades they feel they have no control over, does that feel how you want it to?
When students only care about completing all the work, checking all the boxes, but they never talk or ask about learning, is that what we want?
8/9
When students only care about completing all the work, checking all the boxes, but they never talk or ask about learning, is that what we want?
8/9
Here's my challenge when it comes to grading:
Don't settle for mediocrity, for the status quo, because you're nervous about what it takes to aim for greatness.
It's not easy. It's not always pretty.
It's so absolutely worth it, though.
9/9
Don't settle for mediocrity, for the status quo, because you're nervous about what it takes to aim for greatness.
It's not easy. It's not always pretty.
It's so absolutely worth it, though.
9/9
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