The fundamental purpose of the Alternatives to letter grades in education is to inform students and their families of their performance, but this cannot be accomplished with only one sign.
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Formative Assessment ppt: The idea behind this PD session was to expose teachers to techniques that they can implement in any one of the different content-areas that would allow them to frequently monitor students’ understanding. Research has shown that it is through these constant ‘checks for understanding’ that teachers are better able to adjust their instruction to maximize learning. Through formative assessment, teachers are able to cater to students’ individual needs; this is a huge concept behind differentiation.
Letter Grades: 6 Important Points You Should Know | Future Education MagazineFuture Education Magazine
Here are 6 points that you should know about Letter Grades; 1. The use of letters to grade students is deceptive. 2. Teachers don't like letter grades 3. It's not true that letter grades signify what you believe they imply. 4. What about pupils earning a C?
5 Simple Strategies for Working with GiftedTodd_Stanley
Strategies that work with gifted students are just good teaching and work with all children. Included are 5 specific strategies that tend to engage and challenge students.
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Formative Assessment ppt: The idea behind this PD session was to expose teachers to techniques that they can implement in any one of the different content-areas that would allow them to frequently monitor students’ understanding. Research has shown that it is through these constant ‘checks for understanding’ that teachers are better able to adjust their instruction to maximize learning. Through formative assessment, teachers are able to cater to students’ individual needs; this is a huge concept behind differentiation.
Letter Grades: 6 Important Points You Should Know | Future Education MagazineFuture Education Magazine
Here are 6 points that you should know about Letter Grades; 1. The use of letters to grade students is deceptive. 2. Teachers don't like letter grades 3. It's not true that letter grades signify what you believe they imply. 4. What about pupils earning a C?
5 Simple Strategies for Working with GiftedTodd_Stanley
Strategies that work with gifted students are just good teaching and work with all children. Included are 5 specific strategies that tend to engage and challenge students.
Chapter Seven - Standards Alignment xIt takes less time to .docxchristinemaritza
Chapter Seven - Standards Alignment
x
“It takes less time to do a thing right than to explain why you did it wrong.”
– Henry Wadsworth Longfellow
1
Aligning our standards has to be a daily commitment.
2
Some confuse alignment with pacing.
3
Creating a system that features four groups— skills, assessments, instructional methods, and resources—keeps our work practical.
4
Great results in the area of standards alignment always follow exceptional collaboration.
One of the best parts about my job is that I get to travel all around the country and meet thousands of educators with equally as many opinions about a variety of topics. This has no doubt broadened my perspective as I have learned as much from them as I have been able to offer. Such was the case after visiting a school that needed support in the area of standards alignment.
Not long after I began laying out the steps on how to create an exceptional system for standards alignment, a young teacher sheepishly stood up with her hand raised. You could tell that she was trying to say something to help keep me from embarrassing myself. I’ve had this happen before, only to have someone tell me that my zipper was down or that they couldn’t hear me in the back of the room. This was different, though: “Mr. Lopez, I really appreciate you coming here, and I think I speak for the staff when I say that I don’t want to offend you, but you need to know that we’ve already done this.”
A little confused, I asked, “You’ve already done what?”
“We’ve already done planning around standards alignment. This really isn’t new to us.”
Wanting to dig a little deeper, I asked, “When exactly did you do this?”
She responded, “Oh, we did this like … six years ago.”
Trying to be as respectful of her as she was to me, I said, “Standards alignment is not something that you’ve done; it’s something that you do.”
When the standards movement began, many decades ago, there were many commitments that districts and schools made to jump on board. Unfortunately for some, those commitments were more about how to align standards through protocols and flow charts than they were about practical applications that teachers could put into use in their classrooms. In spite of the plethora of information and tools that we now have that can help us better align our standards, not much has changed for our most struggling schools. For those schools, it appears that educators are expected to know what the standards are, which essentially equates to them having the ability to look online on their state department of education website. Rather than beginning with the standards and shaping their lessons around them, teachers begin with what they want to do and then attempt to squeeze in a standard here or there in order to meet the expectations that their schools or districts have put on them. Sure, they write down the standard being taught with every lesson on their whiteboard each day, but is that a result of a conscious effort to let the stan ...
The traits of a student who operates using learning goals as their primary motivation enable that student to succeed, or fail, with comfort. So how does a teacher encourage these traits in their students? Extracted from "Thinking about Thinking" bit.ly/Th1nking
CHAPTER 11Standards, Curriculum, and AccountabilityTeacher JinElias52
CHAPTER 11
Standards, Curriculum, and Accountability
Teacher Interview: Lorraine (Reina) Floyd
Lorraine (Reina) Floyd teaches pre-algebra and honors algebra at Irmo Middle School, home of the Yellow Jackets, in District Five of Lexington and Richland counties in South Carolina. There are 65 teachers at Irmo, 81% of whom have advanced degrees. There are 400 white, 409 African American, 40 Hispanic, and 25 Asian Pacific Islander students at Irmo; 146 of these students have disabilities, and 23 have limited English proficiency. Sixty-seven percent of the seventh and eighth graders at Irmo are enrolled in high school credit courses. In 2011, Irmo Middle School exceeded standards for progress toward the 2020 South Carolina performance vision: By 2020 all students will graduate with the knowledge and skills necessary to compete successfully in the global economy, participate in a democratic society, and contribute positively as members of families and communities.
Why did you decide to become a teacher?
My interest in teaching was first sparked when as a young child my father regularly played “school” with me. He let me “teach” him basic math concepts like addition and subtraction well before I formally learned them in school. Later, in the eighth grade, I had the distinct pleasure of having both my language arts and social studies classes taught by Mrs. Bowers. She approached classroom management and assessment in an engaging and inspirational manner. Ultimately, I went into teaching in hopes of sparking a love of learning in students like she did with me.
Where do you find joy in teaching?
I derive my joy from watching students become more comfortable with themselves and each other as mathematicians. They build their confidence in their math abilities by discussing and supporting their thinking process. I love hearing my students participate in mathematical discourse.
It’s sad, but so many of my students start the school year with a defeatist attitude. Somewhere along the way someone sent them the message that they aren’t capable of learning, and therefore it’s not worth the time or effort. The degree to which these students gain confidence varies. At first, many of these students view my encouragement as bothering them, but the joy on their faces when they gain understanding is more than worth their initial discomfort. Unfortunately, not all of my students experience the level of success that I would like them to, but they all experience enough success in our classroom that I see an improvement in their effort and self-efficacy by the end of the year.
How would you describe excellence in teaching?
To me excellence in teaching is like perfection—it isn’t something to be obtained, but to continuously strive for. I strive to engage my students, meet them where they are, and help them rise to where they need to be.
In what ways do you focus your instruction on student learning?
I guess it can be easy for teachers to get off track and focus more on ...
Unlocking Opportunities: The Impact and Significance of Sports ScholarshipsFuture Education Magazine
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Chapter Seven - Standards Alignment xIt takes less time to .docxchristinemaritza
Chapter Seven - Standards Alignment
x
“It takes less time to do a thing right than to explain why you did it wrong.”
– Henry Wadsworth Longfellow
1
Aligning our standards has to be a daily commitment.
2
Some confuse alignment with pacing.
3
Creating a system that features four groups— skills, assessments, instructional methods, and resources—keeps our work practical.
4
Great results in the area of standards alignment always follow exceptional collaboration.
One of the best parts about my job is that I get to travel all around the country and meet thousands of educators with equally as many opinions about a variety of topics. This has no doubt broadened my perspective as I have learned as much from them as I have been able to offer. Such was the case after visiting a school that needed support in the area of standards alignment.
Not long after I began laying out the steps on how to create an exceptional system for standards alignment, a young teacher sheepishly stood up with her hand raised. You could tell that she was trying to say something to help keep me from embarrassing myself. I’ve had this happen before, only to have someone tell me that my zipper was down or that they couldn’t hear me in the back of the room. This was different, though: “Mr. Lopez, I really appreciate you coming here, and I think I speak for the staff when I say that I don’t want to offend you, but you need to know that we’ve already done this.”
A little confused, I asked, “You’ve already done what?”
“We’ve already done planning around standards alignment. This really isn’t new to us.”
Wanting to dig a little deeper, I asked, “When exactly did you do this?”
She responded, “Oh, we did this like … six years ago.”
Trying to be as respectful of her as she was to me, I said, “Standards alignment is not something that you’ve done; it’s something that you do.”
When the standards movement began, many decades ago, there were many commitments that districts and schools made to jump on board. Unfortunately for some, those commitments were more about how to align standards through protocols and flow charts than they were about practical applications that teachers could put into use in their classrooms. In spite of the plethora of information and tools that we now have that can help us better align our standards, not much has changed for our most struggling schools. For those schools, it appears that educators are expected to know what the standards are, which essentially equates to them having the ability to look online on their state department of education website. Rather than beginning with the standards and shaping their lessons around them, teachers begin with what they want to do and then attempt to squeeze in a standard here or there in order to meet the expectations that their schools or districts have put on them. Sure, they write down the standard being taught with every lesson on their whiteboard each day, but is that a result of a conscious effort to let the stan ...
The traits of a student who operates using learning goals as their primary motivation enable that student to succeed, or fail, with comfort. So how does a teacher encourage these traits in their students? Extracted from "Thinking about Thinking" bit.ly/Th1nking
CHAPTER 11Standards, Curriculum, and AccountabilityTeacher JinElias52
CHAPTER 11
Standards, Curriculum, and Accountability
Teacher Interview: Lorraine (Reina) Floyd
Lorraine (Reina) Floyd teaches pre-algebra and honors algebra at Irmo Middle School, home of the Yellow Jackets, in District Five of Lexington and Richland counties in South Carolina. There are 65 teachers at Irmo, 81% of whom have advanced degrees. There are 400 white, 409 African American, 40 Hispanic, and 25 Asian Pacific Islander students at Irmo; 146 of these students have disabilities, and 23 have limited English proficiency. Sixty-seven percent of the seventh and eighth graders at Irmo are enrolled in high school credit courses. In 2011, Irmo Middle School exceeded standards for progress toward the 2020 South Carolina performance vision: By 2020 all students will graduate with the knowledge and skills necessary to compete successfully in the global economy, participate in a democratic society, and contribute positively as members of families and communities.
Why did you decide to become a teacher?
My interest in teaching was first sparked when as a young child my father regularly played “school” with me. He let me “teach” him basic math concepts like addition and subtraction well before I formally learned them in school. Later, in the eighth grade, I had the distinct pleasure of having both my language arts and social studies classes taught by Mrs. Bowers. She approached classroom management and assessment in an engaging and inspirational manner. Ultimately, I went into teaching in hopes of sparking a love of learning in students like she did with me.
Where do you find joy in teaching?
I derive my joy from watching students become more comfortable with themselves and each other as mathematicians. They build their confidence in their math abilities by discussing and supporting their thinking process. I love hearing my students participate in mathematical discourse.
It’s sad, but so many of my students start the school year with a defeatist attitude. Somewhere along the way someone sent them the message that they aren’t capable of learning, and therefore it’s not worth the time or effort. The degree to which these students gain confidence varies. At first, many of these students view my encouragement as bothering them, but the joy on their faces when they gain understanding is more than worth their initial discomfort. Unfortunately, not all of my students experience the level of success that I would like them to, but they all experience enough success in our classroom that I see an improvement in their effort and self-efficacy by the end of the year.
How would you describe excellence in teaching?
To me excellence in teaching is like perfection—it isn’t something to be obtained, but to continuously strive for. I strive to engage my students, meet them where they are, and help them rise to where they need to be.
In what ways do you focus your instruction on student learning?
I guess it can be easy for teachers to get off track and focus more on ...
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12 Crazy Alternatives To Letter Grades In Education | Future Education Magazine
1. 12 Alternatives To Letter Grades
In Education
The fundamental purpose of the Alternatives to letter grades in education is to inform students and their
families of their performance, but this cannot be accomplished with only one sign.
Because learning is messy and understanding is highly dynamic and transient, a letter grade essentially says,
“At this point, if I had to average all of your understanding, progress, success, and performance into a single
alphanumeric character, it would be this.” However, this is an oversimplification of the situation.
Understanding is a hazy region that doesn’t make sense to parents, therefore they don’t want to hear about it. It
all sounds like PR. That’s because it’s all up to interpretation. Complex. They have a valid desire to have
everything simplified for them, but doing so at the expense of intellectual integrity undermines the
effectiveness of education. Most parent-teacher conferences revolve on discussing students’ behavior, grades,
and/or absences. Knowledge, originality, and curiosity are seldom examined, much alone the very important
skills of evaluation, application, and transfer.
Here are 12 Alternatives To Letter Grades In Education;
1. Gamification
Badges, medals, points, XP, accomplishments, and other forms of gamification may highlight the nuances of
learning, yet this notion has never caught on in most public school classes. A letter can’t hope to match the
resolution and accuracy of such an approach, with all of its tools, techniques, and procedures. Alternatives to
letter grades in education to turn studying into more of a fun activity.
2. 2. Live Feedback
Here, both oral and written comments are sent to students as soon as they are done. There will be no live
scoring or iteration. There will be no numbers or letters, just comments.
The incident should be recorded audibly. or a video. Spread the word by broadcasting it live. Create a private
audio file (or “podcast”) that parents may listen to with their kid in the car on the way to school. Live feedback
for important learning goals is challenging and not sustainable for every assignment, but it is far more
informative for all parties involved, and is therefore a legitimate alternative to the letter grade in certain cases.
3. Ungrading
Traditional grading is the first step in this process, followed by iterative revisions and eventual curation of the
work. Over time, “worse” performance (as judged by students, classmates, families, and instructors) gives way
to “better” work that is not graded. The purpose of grading is only to kick off the revision process.
4. A Continuous ‘Climate of Assessment
In this framework, the outcome of one evaluation informs subsequent evaluations. Not examinations but rather
proofs. Rather of pausing to designate a letter, the procedure keeps on.
Reporting in this “environment of evaluation” would focus on things like successes, trends, strengths, potential
development areas, rates of change, etc. Possible link to gamification (see #1) here.
5. Standards-Based Reporting
3. This Alternatives to letter grades in education isn’t much better than the previous ones, but it may make
grading less open to interpretation since numbers are used instead of letters.
6. “So? So What? What Now?”
At the conclusion of each task, students are prompted to question themselves and the instructor, “So, So
What?” This is a really bad time, what should I do? It’s similar to #4, but it’s up to the student to decide what
to do next. You may now consider this project “completed.” Now:
7. Metacognitive Action/Reflection/Narrative/Anecdotal
This Alternatives to letter grades in education is complementary to #6. Instead of stopping learning with a
letter-as-performance-indicator, students are asked to reflect on their thought process—not as a patronizing
“tell the teacher what they want to hear” activity on an exit slip as they walk out the door, but rather as a gauge
of their comprehension and intellectual development.
This may have a metacognitive basis, be indicative of the learner’s progress through the material, or be more
anecdotal in nature.
8. Digital Portfolios
4. By working together, student and instructor “curate the highlights,” a method that varies on the reflective and
anecdotal approach to learning. Work that is based on a portfolio is not novel, and it has several downsides,
including the fact that it is hard to objectively quantify particular talents and competences.
The evaluation of such undertakings is likewise very subjective. It can be taxing, it’s not always easy to align
with standards, and if it’s not executed correctly, it tends to put the focus on the instructor rather than the
student (because they’ll be the ones responsible for the project’s creation, management, organization, grading,
etc.).
Although, no Alternatives to letter grades in education is foolproof, and all we’re doing here is coming up with
ideas. And portfolios need to be included in at least some alternate grading system.
9. Pass/Fail
There is no intermediate grade; you either pass or fail. An option nevertheless, even if it’s not a very good one
outside of the range of grades somewhere between an A and a D.
10. P2P, S2S, or Mentor Collaboration
Get together with classmates from the same or other schools to honor your achievements in the realm of
education. There is no need for grades; instead, early and consistent exposure to a wide range of peers should
suffice. In addition to serving as a summative assessment at the conclusion of a course or unit, peer feedback
may be strategically integrated into the learning process at several points.
11. Non-points-based Rubrics
5. Performance is still assessed against a rubric, but no grade or points are ever issued, making this system quite
similar to the existing one. How a pupil ‘did’ is ultimately up to them and their loved ones. Instead of focusing
on grading, teachers should be there for their pupils. It’s acceptable if students wriggle and writhe as they
attempt to convert the rubric’s evaluation into a numerical grade.
12. Publishing
This Alternatives to letter grades in education was alluded to before; share your knowledge openly. It should
be made public. Importantly, this need not intrude on students’ personal space. If you have any doubts, it’s best
to check with your school’s administration, teachers, and parents before posting anything controversial. The
aim is to have it be seen by the friends, relatives, and neighbors whose lives will be touched by the effort.
The process has become decentralized and, in a sense, democratic, allowing for peer collaboration on
modifications, responses from families, and reactions from communities. Although not every student will
benefit from this method, the premise is good: give power back to those who have it. In most cases, this
strategy would not be appropriate.
Conclusion
Letter grades do not always prove to be convenient to rank the progress of students. Also, they can be
discriminatory and create unnecessary pressure on them. Hence, after deep research, we have picked up 12
different Alternatives to letter grades in education. We believe you enjoyed knowing about them and
implementing Alternatives to letter grades in education as a part of grading so that students will be encouraged
to study harder.
Also read: Top 7 Ways EdTech Has Impacted Modern Education