Throwing Out Grades to Enhance Learning: Feedback-focused assessment

So, semester one has come to an end and it is time to reflect on my practice. It’s like cleaning off the make-up and seeing the real person underneath. It means that I have to face myself - the smile, the wrinkles, and the blemishes. Starting with the ugly. This was a messy process. Anyone that says that going gradeless is easy is a gigantic LIAR. The process was a lot of work, more work than I have put into teaching in awhile - like rookie teacher starting from scratch kind of hard work. It meant rethinking why I used a lesson or activity, and what information and skills student’s needed to demonstrate their learning. Redesigning assignments, tweaking rubrics, adding layers of scaffolding, and helping students self reflect was time consuming - actually it grew into somewhat of a black hole. The constant conferencing interspersed with compact lessons and marking to provide better feedback created stress and tears for me. Frustration mounted and feelings of defeat grew until final ass

This entry was originally published on my personal blog here . As the title of this entry may suggest this entry is serving as a place to express my thoughts around how last semester went and the changes I am hoping to make. My desire is that this "public diary" will help me to be accountable to my goals, will inspire someone else to take a risk, and will model that we (teacher) practice what we preach - we are all learners. What worked well that I will continue : Having students engage in deconstructing curriculum (specifically the math processes and instructional language) Making students reflect on their learning (often!) Having a grounding document for evaluation (learning map with overarching learning goals) evaluation is based in criteria Having students analyze their evidence of learning to determine their grades (and conferencing about it) Constructing success criteria with students What I will strive to do better : Engage in curriculum deconstruct

This entry was originally published on my personal blog here . It has been awhile since my last entry. Life and work got a little overwhelming, in retrospect. The midterm part of the semester contributed to that (you can read about it  here ) on top of having 3 straight days of PL/a conference to attend to and I was well behind where I would have liked to be in terms of giving feedback to student. Summative evaluations began to pile up, the essentials had to be prioritized and returned first. No matter what anybody tells you, 84 students is a lot. But too often this number of students for a secondary educator is a normal reality. So we need to make this better. We need to find ways to meet student's needs, give them the feedback they need and deserve, and still come out sane on the other side. I wish I could tell you that this reflection was going to provide you with the magic answer. But...I don't have it... Yet. I am determined to find a way. I am determined to figure