Archive for gradingpractices SmartBlogs

Few topics seem to strike a chord with educators like grading practices and, specifically, the practice of not giving grades. That was true this week as educators posed provocative questions to middle-school history teacher Hadley Ferguson after reading her blog post “Ungraded students.” Here’s a brief question-and-answer session based on that conversation, covering topics including parent buy-in and the relationship between grades and competition.[…] Continue Reading »

Two years ago, seventh-grade history became the only ungraded class in the school. The administration agreed to let me try it, as a means of empowering students to take more control over their learning. The students receive comments instead of letter grades as their assessment. I point out the strengths of their work as well as the next steps that they should take.[…] Continue Reading »

This week’s Friday Feature highlights reader comments sparked by Nick Provenzano’s post “I’ve got 99 problems, but a test ain’t one,” where he invites us to consider a classroom in which there are no multiple-choice tests.

Thank you for commenting and thank you, Nick, for logging in and having an open dialogue with SmartBlog on Education readers.[…] Continue Reading »

I have gone to great lengths in my classroom over the past few years to teach my students everything I know about grading and assessment. Why? Because I am trying to dispel the notion that a grade (all by itself) is an accomplishment. I want them to understand that learning is the goal. Grades exist simply to communicate the amount of learning.[…] Continue Reading »