Grading InfoSession (Open House) - Shared screen with speaker view
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Where does the standardized testing from the state fall into all this? Sounds like that doesn’t fall into your new model.
Standardized Testing will still take place. In fact, many of the skills practiced in core academic classes can help support student success on Standardized Tests.
How does this benefit the student who actually often relies on good homework grades because they are simply not good test/quiz takers?
For example, students who suffer from anxiety disorders.
Ideally, tests and quizzes are not the only summative assessments taking place. Project Based Learning and Performance Tasks as assessments are strongly encouraged. In addition, with redo/retake policies and the lack of late penalties, we can work to alleviate some of these challenges.
I’m not hearing how this new model sets them for realistic success especially in state testing or in the work place.
We will share some specific resources to support your concern in the FAQ. Thank you!
Konda Reddy Chevva
How we harmonize this grading system with current practices? Any concerns about acceptance/adoption of the proposed system
I have A LOT of concerns.
I am by no means the expert here, but I thought I would share my own
oops... sent to soon!
It seems as if the endeavor here is to eliminate possible out-of-school inequity to ensure that everyone gets the same grade. If I'm being entirely honest I'm not sure how to feel about it, but I will surely read some of the research. I do understand that schools have long been expected to somehow fix the inequities that exist outside the classroom. That being said, I also understand that the goal of school is to learn the material - not necessarily get good grades.
If that sounds entirely contradictory it probably is.
Only because I don't want to react without truly understanding all of this.
I am by no means the expert here, but I want to share some of my thoughts in relation to @Jenn's comment. I view these practices a but more realistic to setting students up for success in the work place. When we begin demonstrating mastery of skills, instead of the ability to "do school", we are emphasizing the demonstration of the skill, not the ability to complete an assignment that is graded on completion. When I think about my adult career trajectory in education, learning the skills to teach and to manage a classroom were the highly impactful experiences and skills learned. We are wanting to move to a system that allows students to be able to learn and be assessed on skills and retake and relearn. This also allows them to go back and relearn with their teacher and be reassessed to better reflect their knowledge of the skill and concept.
Alixe Seebauer (she | her | hers)
How do colleges and universities look at these grading practices? Do they evaluate students for readiness and college acceptance differently? Is there data that shows that this shift in grading practice sets students up for success after high school?
How is behavior incorporated into the existing grading system? Or is the idea that the existing grading system perhaps provides for the opportunity for unconscious bias in grading students who perhaps have behavioral issues?
We have some information and resources about college admissions in our FAQ document that we will share later!
@Charlotte: Thank you for sending your comment. I think this is how many people feel and are not sure how to articulate. I think your comment hits on many things that we are trying to achieve. We believe that by assessing information that students learn and the skills and concepts they are able to master, instead of their ability to get good grades, that this will inherently close the inequities that exist because it is not a "one try" concept. They have the ability to keep trying and working with their teacher to learn the material instead of taking the grade that they have and moving on. There is no penalty for them to retake a remonstrate knowledge., resubmit an essay, add to a project etc. I hope this helps.
Charlotte that's exactly what we're trying to avoid, while also making sure that we're explicitly teaching our students the "habits" that will help lead to their success. Our goal is to separate the behaviors from the academic performance to better support each student's needs.
Got it. Also, I'm Charlotte's husband, but I answer to just about anything :)
Tara Catanzano (UMMS-Baystate)
I share the concerns of the prior comments. As a physician educator who has served on the medical school admission committee, I assure you that grades and performance on standardized examinations remain the most critical criterion for admission. I am quite concerned that if this non-traditional approach will hamper the students in their college admission process.
@Dr Sanborn - my thoughts to that is I look at my personal career path and I see where this type of grading would have set me for failure. I share the same concerns about further educations and GPA with this grading policy. Two different sides of the spectrum. Looking forward to the FAQ
Are these Academic Habits incorporated in a student’s IEP?
@Tania- At this time the habits rubric is being rolled out quarter by quarter. This is an idea to explore further once the rubric has been fully implemented.
For what it's worth, as the parent of a senior who is actively looking at schools - just about every school we are looking at has become test optional. It's entirely possible this is a result of the schools we are looking at.
Good Evening Everyone, My name is Ashley Mazzoli and I represent CREC. I am Supervisor of College and Career Readiness and happy to be here this evening. The efforts to adopt equitable and standardized based grading practices focus on college and career readiness. The work and guidance from the National Association of College Admission Counselors (NACAC) has guided this work and how we articulate this work to colleges and universities. College admission representatives do not devalue a standards based approach and often view standards based work as grading with fidelity and integrity model. Colleges focus on transparency with respect to how we articulate grading on a school profile. At this time, AAE report numerical grades that will calibrate with a weighted 4.5 GPA. This will continue to be communicated on AAE's school profile that is sent with a student's transcript. Please do not hesitate to reach out to your child's school counselor or I for further clarity (email@example.com).
To Tania’s question - I could see where some of this “habits” could negatively impact a student with an IEP.
This is fantastic #2!
Lauryn and I have been working closely with our support staff to develop rubrics, and our Academic Habits are actually very much aligned to many non-academic IEP goals! We're also supporting staff in providing multiple ways for students to show their learning, and modifying our rubrics as needed based on IEPs.
Thank you @Amanda Avery!
How data driven is this new model? How often will you be running and analyzing data to gage how students are doing with this new model to help inform some needed programmatic changes?
Great question! We use our grade-level team meetings to look over student grades, and our department leaders are helping to facilitate these discussions as well. Our committee will also be running reports on both the habits and performance grades. We also will be giving more student surveys to analyze their perceptions!
How is this preparing high schoolers for college? in college they don’t get retakes or missing projects
Thank you, Ashley!
That is a direct link to the Questions Document
That is the FAQ document :-)
Who can I talk to for more information offline
You can email firstname.lastname@example.org
good night and thank you
Thank you all for the update!
Thank you all!
I tried to reach my students teachers and never heard back. So I’ll be in touch
Thank you all for being here and for your thoughtful questions!
Did you mention there will be a follow up communication or meeting?
And thank you to Amanda and Lauryn for this presentation!
Konda Reddy Chevva
Thank you very much
Alixe Seebauer (she | her | hers)
Thank you. will be interesting to see how this plays out for our seniors - its a change for them too!
I for one will like to commend the teachers. I don't believe they get enough recognition for the hard work that they do.
We don't have anything scheduled yet, but we will be following up with an email with these resources and more meetings as needed as well!
will this presentation be shared in the newsletter? I wasn't able to join right at the start