April 5, 2022

Shifting Grading Practices With Jessica Liew - E084

Shifting Grading Practices With Jessica Liew - E084

In this episode, we are joined by a special guest from the Vancouver School Board, Jessica Liew, to chat about shifting our grading practices in the classroom. We'll get into all things assessment, focusing on standards-based grading, growth mindsets, and proficiency scales. Get ready to get nerdy about assessment!

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Featured Content
**For detailed show notes, please visit our website at https://edugals.com/84**

  • Jessica Liew:
    • Vancouver School Board
    • Secondary Technology Support Teacher
    • Social Studies Teacher
    • Contact: jliew@vsb.bc.ca
  • Resources Mentioned:
  • Key Takeaways:
    • Focus on the skills, using content as the vehicle to practice (skills matter more than content) - performance vs rehearsal
    • Feedback first
    • Focus on student learning and growth not grades and points
    • Organizing your gradebook based on skills not tasks
    • What are the outcomes of your course? What are the transferrable skills? 
    • Avoid the omnibus grade, assessment should only focus on the learning and understanding
    • Ditch late marks, bonus marks, zeroes, 100-point scale, participation marks
    • Carrot and stick approaches to grading don't work to support learning
    • Is homework necessary or equitable?
    • If you stop putting marks on everything, students stop asking what their grade is
    • Changing your language around assessment can change student language as well
    • Organizing gradebooks by standards helps provide focus on where students need to improve
    • Standards-based grading is not a one size, fits all
    • 4 point scale:
      • 1 - Beginning (just starting to work with the skill, needs lots of support)
      • 2 - Developing (partial understanding, lacks consistency)
      • 3 - Applying (proficiency, complete understanding)
      • 4 - Extending (work is exemplary, NOT beyond grade level) 
    • Try to avoid relating this 4-point scale back to a 100-point scale, this will only undermine the learning
    • Try grading conferences with your students
    • Grading using learning standards drives better feedback for our students (create a master rubric of your standards)
    • Start small, you don't need to change everything at once!
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