Reimagining Reporting

Growing Readers Remotely: Three Types of Questions for Personalizing Reading Assessment

Personalizing the learning for students doesn’t mean an instructional free-for-all. On the contrary, personalized learning demands structure such as frameworks...
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Growing Readers Remotely: Three Types of Questions for Personalizing Reading Assessment

Assessing Deeper Learning in Remote Education through Performance Tasks and Project-Based Learning

In an unprecedented move, the president announced on March 20 that standardized testing requirements for states will not be enforced...
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Assessing Deeper Learning in Remote Education through Performance Tasks and Project-Based Learning

Doing What We Want Our Students to Do: Being Vulnerable and Willing to Fail to Improve the Quality of Learning

English teacher Denise Earles from Madison Public Schools, CT is part of an innovation project to experiment with standards based...
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Doing What We Want Our Students to Do: Being Vulnerable and Willing to Fail to Improve the Quality of Learning

Classrooms Full of Learners: The Culture Standards-Based Grading Has Cultivated

The first time I heard about Standards-Based Grading was when Rick Wormeli came to speak at our school at the...
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Classrooms Full of Learners: The Culture Standards-Based Grading Has Cultivated

What Does It Mean to Reimagine Reporting?

Grading and reporting student performance is due for an overhaul. We have the technology to shift away from 10-week cycle of report cards that often do not reveal a true snapshot of student achievement.

This category features ideas from teachers and schools that are committed to:

  • Separate out achievement from effort from growth
  • Draft performance indicators that describe what quality looks like
  • Have students track growth in performance over time based on indicators
  • Encourage student-led conferences to share artifacts of learning and collaboratively identify goals and next steps

Growing Readers Remotely: Three Types of Questions for Personalizing Reading Assessment

Personalizing the learning for students doesn’t mean an instructional free-for-all. On the contrary, personalized learning demands structure such as frameworks to ensure effective instruction while students have access to authentic, meaningful experiences. Conferring/conferencing can provide that structure when teaching and assessing. In her book So What Do They Really Know? Assessment That Informs Teaching and Learning, English teacher Cris Tovani defines conferring as "talking to my students one-on-one" in order to "figure out what they...

Assessing Deeper Learning in Remote Education through Performance Tasks and Project-Based Learning

In an unprecedented move, the president announced on March 20 that standardized testing requirements for states will not be enforced for the current academic year. This means teachers won’t have to spend instructional time on standardized test preparation. At countless schools, test prep involves drill-and-kill exercises and students taking numerous district tests that purportedly assess their likelihood of passing the state-mandated test. The suspension of standardized tests also means that many students will not experience...

Doing What We Want Our Students to Do: Being Vulnerable and Willing to Fail to Improve the Quality of Learning

English teacher Denise Earles from Madison Public Schools, CT is part of an innovation project to experiment with standards based grading in a traditional school system. Kevin Siedlecki is in his 8th year as an English teacher at Daniel Hand High School. He also coaches freshman boys football and varsity girls lacrosse. School is stressful, and once students have figured out the game of school, they can be understandably resistant to change. They have been...

Classrooms Full of Learners: The Culture Standards-Based Grading Has Cultivated

The first time I heard about Standards-Based Grading was when Rick Wormeli came to speak at our school at the start of the 2016-2017 school year. He convinced me that I had to change the way I was grading. I had recently done a lot of reading about motivation, specifically work by Daniel Pink (2010) and Daniel Siegel (2013), which led me to the conclusion that grades are counterproductive to real learning. Grades are the...

Getting Started in Standards-Based Grading: Creating Course Standards

  English teacher Denise Earles from Madison Public Schools, CT is part of an innovation project to experiment with standards based grading in a traditional school system. Kevin Siedlecki is in his 8th year as an English teacher at Daniel Hand High School. He also coaches freshman boys football and varsity girls lacrosse. For the student, being graded on every little thing is overwhelming. Students respond either by becoming grade-grubbing balls of stress, constantly concerned...

My Journey to Standards Based Grading

When I began teaching 12 years ago, after two other careers, I did not have the typical mindset of a "new" teacher. First, because I had spent three years in a middle school special education classroom, and second, because I was the parent to five children, so for me high school teenagers did not evoke fear. I was as green as any other newbie as far as teaching strategies and managing curriculum though. I tried...

How Standards-Based Grading Helps Me Do My Best Work

Junior honors students have recently been provided with the opportunity to experience the standards-based grading system at Daniel Hand High School. Standards-based grading eliminates the fear of failure associated with grades. If a student unsuccessfully takes a risk, he or she is not penalized by a grade. The absence of apprehension stimulates a constructive learning environment. Four standards were emphasized during the first trimester: discourse sentence-level writing critical thinking continuous learning Due to the high...

Standards-Based Grading: It’s The Right Thing To Do

This post  first appeared on PowerSchool and is reprinted with permission. Ken O’Connor, The Grade Doctor, expands on the question: What is standards-based grading? Let’s go back to basics and revisit what standards-based grading (SBG) is and how it delivers on the core elements needed for high-quality grades. First, I need to define standards-based grading. For me, SBG is grading that accurately portrays student proficiency/mastery. In SBG grades are based on: Standards, not assessment methods;...

Getting Rid of Grade Levels: A Personalized Learning Recipe for Public Schools

By Travis Lape and first published on EdSurge. Travis Lape (@travislape) is a Technology Integrationist at Harrisburg South Middle School in South Dakota, and worked with Harrisburg Freedom Elementary on this project. Public schools play a huge role in developing learners to be successful when they leave school. So why are charters and private schools considered the best places for "personalized learning?" The problem with the current public education model is that it was created...

Tackling the Challenging Task of Creating a K-5 Problem Solving Rubric for Math

How can students receive meaningful feedback on work in a math classroom that goes beyond getting the problems right or wrong? How do we assess and develop a student’s ability to meet hard-to-measure standards like understanding, problem solving, and communication? How might we make math rubrics that are helpful and friendly for our very young students but still keep a focus on content and process standards? The curriculum writing team in Denton ISD tackled these...