Improving grading is a topic that comes up frequently in schools and one that can be challenging to implement. I have been working with teachers and schools on this topic for as long as I have been here at ESU 10. I have seen some successes with individual teachers adopting practices that more accurately reflect what students know and can do, but moving a whole district forward seems more challenging. Barriers include parent and staff perceptions and the inertia of the way grading has been done for so long, as well as accounting for the differences between elementary and secondary contexts.
I am excited about some work that I have been doing with Loup City Public Schools recently on this topic and the roadmap that we are laying out to move districts forward. We are basing our work on the book Grading for Equity by Joe Feldman. I am leading a team of 8 teachers through a book study and pilot process that looks at some key components of better grading practices.
0-4 grading of daily work instead of 0-100
Replacing older scores with most recent demonstrations of learning
Redos and Retakes for full credit
This group will pilot these practices in their classroom next fall and provide regular updates to the whole staff with a goal of building buy-in and easing the transition to these practices. This work is a first step toward better grading and the beginning of a move toward a more standards-based model. I look forward to seeing the results of this work.