This is the third of four blog posts about facilitating healthy grading conversations in schools (read posts one and two here). The series is intended to help educators navigate the challenging and sometimes turbulent waters of changing any traditional practice—but especially grading practices—where tradition, the court of public opinion, and the potential for failure at the expense of students’ future opportunities hurl immediate deterrents in the way.
Initiating changes in grading practices requires action research—there’s really no way around that. Read more
A number of years ago, I had the good fortune to teach a cohort of practicing educators in a Masters in Curriculum program. As a part of this program, teachers were required to complete a culminating project which included action research in their classroom. At the time, action research was a pretty novel concept and many of the teachers were a little intimidated by the thought of doing this kind of research with their students.
As the instructor, I wanted to make sure that the research they conducted was both well done and that the conclusions drawn were meaningful. Read more