Common Theme at School SitesOver the past month, a common theme has arisen when working with my fellows about the struggle with the amount of grading and providing feedback in a timely manner. With the instructional shift of allowing for revisions in order to get students to reach mastery, many are finding that they are overwhelmed with grading. Coincidentally, we have just read Chapter 3 on grading and providing feedback in the book "Rethinking Grading" by Cathy Vatterott for our standards based grading pilot study in TUSD. One thing the book mentions is to NOT grade everything. And when you do grade, make sure you are grading the learning goal and not for student compliance or completion of work. I commonly ask teachers when we are figuring out how to assess using rubrics, "What is your learning goal?". This focusses our work in creating the rubrics so that we are only looking at the essential standards or skills in the student products. At the end of this post, I will go into greater detail about the three main types of rubrics teachers are developing. But, regardless of the type of rubric, it is essential that feedback is provided to students to help them revise, grow and reach mastery. |
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December 2021
AuthorCari Williams has been developing her understanding of The Framework for K-12 Science Teaching and the NGSS through the development of curriculum, collaborative learning experiences with NSTA 3D Learning Cadre Members and as a Science Peer Review Panelist for Achieve. To learn more, please go to |