A simple, straightforward reminder of what assessment is for.
Zeros do not reflect student learning. They reflect compliance.
a deduction in points. Not only didn’t this correct the behavior, but it also meant that behavioral issues were clouding the overall grade report. Instead of reflecting that students had learned, the grade served as an inaccurate reflection of the learning goal.
Students should learn the responsibility of turning in work on time, but not at the cost of a grade that doesn’t actually represent learning.
I completely agree with this point. But admittedly, I still am not sure how it would work in practice… I totally realize that the grades we give as teachers are completely under the school’s control – we can go back and change grades even after the course has ended if we need to. But at the core of my question is, “What is the leverage (if that is the right word) that we can use to help students learn that responsibility?” Sports and pulling privileges come to mind, but what else is there. I wonder what other teachers have used for this situation?
Many of our assignments are “practice,” assigned for students to build fluency and practice a content or skill. Students are often “coming to know” rather than truly knowing.
Practice assignments and homework can be assessed, but they shouldn’t be graded.
An excellent distinction!
we should formatively assess our students and give everyone access to the “photo album” of learning rather than a single “snapshot.”
We’ve all been in a situation where grading piles up, and so we put the class on a task to make time for grading.
Teaching and learning should take precedence over grading and entering grades into grade books. If educators are spending an inordinate amount of time grading rather than teaching and assessing students, then something needs to change.
Our work as educators is providing hope to our students. If I use zeros, points off for late work, and the like as tools for compliance, I don’t create hope. Instead, I create fear of failure and anxiety in learning. If we truly want our classrooms to be places for hope, then our grading practices must align with that mission.
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