Do your grading & assessment practices help to prepare students for the future? Our paper presents a practical 4-stage progression of grading reform that culminates in competency-based grading & assessment. You can read about it here👇 https://t.co/QxKTK9CODV

The Dunning-Kruger Effect plays a big part in grading reform! Proper preparation & professional learning is key to prevent misunderstandings, poor implementation, & major pushback from stakeholders 📚💡💬

❓ Have you read the Spring 2025 issue of JSARD? 💡 Articles address topics of preschool organizational climate, instructional rigor, workplace spirituality, and the Science of Reading movement. #SOR #EdLeadership #OpenAccess 🔗 https://t.co/picG3nTXc0

I’m about halfway through the audio version of @andrewrsorkin’s new book 1929 (read by the author), and I’d highly recommend it. Interesting from both a historical & investing perspective, and a writer/journalist I trust to get the story right.

In his book Start With Why, Simon Sinek asserts, "Only when the purpose, cause or belief is clear can a symbol command great power" (p. 160). #GRADES, which are teacher-created symbols, require #CLARITY of PURPOSE to be effective.

Today at Highland High, we'll be exploring 5 practices in the Clear Frame of the Balanced #Grading Framework. I'm excited for the discussion & collaborative work!

In my 11th-grade ELA classroom, I create report grades entirely from evidence of student achievement as measured by summative assessments. Each summative assessment is designed to measure students' learning of priority standards. This is how I strive to ensure grade integrity.

From the archives: The Role of High School Freshman Grades, Socioeconomic Status, and School Location on College Enrollment PDF --> https://t.co/5T5BbZ6ekw

A review of the impact of growth mindset interventions on achievement finds the best quality studies (good design, no conflicts of interest) have small effects—from -0.01 to 0.065—but there's no discussion of the sensitivity of measures used:

Looking forward to doing something often neglected in my classroom: guiding students in data analysis! To start: glows & grows of class data by standard; then they'll look at individual data. Next, students will record in their notebook data page. Finally: determine next steps

Clear is kind. But deceptive #grading practices, like when teachers intentionally conceal the fact that HW/classwork isn't graded, are detrimental to trust & grade #integrity in the long run. Deception shouldn't be used as a motivational strategy.

Looking forward to hearing teachers' self-assessments of their #grading practices as viewed through the 4 frames!

I knew I was missing something… And looks like I’m going to need a few more days on this one…

I'm excited to start working with the 3rd cohort of @Highland_Scots teachers in Balanced Grading Reform this week!

Teachers: We all know what a good lesson looks & feels like, but we also know it can’t happen every day of the 180 day school year. What do you consider to be a good success rate for creating & delivering effective lessons? 90%? 80%? 70%? 60%? Other?

My #assessment stack for this weekend. Going deep to prep some summative assessment content. Am I missing something?

📢 JSARD is an #OpenAccess journal There are no fees to individual authors, and authors are allowed to self-archive their work. 👉 Consider submitting your research article, literature review, best practice article, or essay/commentary today! 🔗

“When it comes to effective #assessment, purpose is everything” - Rick Stiggins

My classroom grading purpose statement: 1) My grades are meant to communicate current student academic achievement of priority standards 2) The primary audience is students & parents 3) They're meant to inform students & parents about students' successes and areas for improvement

My weekly student engagement self-assessment.

Today marks the 1st day of my 18th year in the classroom! My 2 areas of focus in my classroom are 👉 teaching & communicating student progress on non-academic core #competencies 👉student self #assessment on all priority standards & non-academic core competencies