Some of you may have read one or more of my previous blog entries related to Grading for Learning (linked below). As evidenced in those past posts, and supported by anyone who has ever ventured into a conversation with me about grading, I certainly am not short on words when it comes to this topic. It is a passion of mine that I don’t hide very well!
For today’s post, I thought I would step outside of my comfort zone and go in the complete opposite direction: almost NO words!
Disclaimer: this blog entry and its contents are intended to be lighthearted; yet, on topic. I did my best to find relevant memes with a low likelihood of offending readers. If I have missed either target, I do apologize.
Why Grading for Learning is important
Grading for Learning, Big Idea #1: Homework, quizzes, and other daily tasks are formative practice and should not negatively impact a summative academic grade
Grading for Learning, Big Idea #2: Reassessment is allowed on all summative assessments
Grading for Learning, Big Idea #3: Nonacademic factors are not counted in the summative academic grade
Grading for Learning, Big Idea #4: Only evidence of student proficiency toward learning targets on summative assessments is used to reach a summative academic grade
If you’d like to read any of my previous blog entries focused on Grading for Learning (G4L), visit the hyperlinks below. (But do know, they’re much wordier than the post above!)
If you have any questions about Grading for Learning, please do not hesitate to connect with me.
This post brought to you by Brandon Macrafic, POSA focusing on Career & College Readiness and administrator at CTECH
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