It’s widely supported that using common formative assessments is one of the best ways to systematically improve student learning (DuFour et al. (2016); Reeves, 2004; Ainsworth, 2007). The impact of these assessments is best realized when teams collaboratively unwrap the essential standards into smaller learning targets, use formative measures to monitor student learning of those targets, and use the results to engage students with meaningful feedback and support to propel learning forward (Bailey and Jakicic, 2019). Read more
Tagged: feedback and grading
Note: This entry is the first in a four-part series by Cassandra Erkens.
School improvement conversations fail when everyone walks away frustrated, the public angrily engages, and all change efforts within the initiative are abandoned. Sadly, many grading conversations fall into that failing category. In fact, the mere worry that things might go badly prohibits some very smart educational leaders from ever launching the grading conversation.
Conversations about grading can prove challenging. They are fraught with ingrained expectations, past practices, emotions, and opinions. But just because they’re hard conversations, doesn’t mean they should be avoided. Sometimes, those are the most important conversations to have. Indeed, generating clarity and consistency in policy and practice across a school building or district—especially on something as significant as grading—is crucial work.
This past May, I upgraded my vehicle. Since February 2008, I’ve been driving a 2006 Ford F-150, which I owned primarily for towing my travel trailer, driving up to the ski hill, and navigating the mountain passes from the small town I lived within to Vancouver. While we now reside in Vancouver, we still have a travel trailer, and the need for more reliable towing capacity led me to the point where I decided it was time to upgrade. So last May, I bought a 2017 F-150.Read more