I really like this read. I teach at a high school that is "doing" standards based grading, but follow you to help with ideas to improve my approach to it. While I don't have to write my own standards I do have to prioritize them and break them down into what we call "Success Criteria" and we are also required to offer 1 reassessment for each assessment we give. We can give more if we choose. I see so many of my colleagues still pushing back against SBG for the more traditional system or trying to make SBG fit to a traditional system. I have shared a few of your articles with some of the new teachers to give them a better idea of how the alternative approach can benefit students in the learning process. This is my favorite summary of SBG and alternative grading that I've read. It's not a total how to but it gives an idea of what to do and how to do it. A lot of teachers I deal with are looking for a method that is easy to implement and requires little extra effort on their part.
Thanks, Adam. I will be the first to admit that I don't know anything about SBG in a high school setting. One of the biggest strengths of alternative grading in higher ed is that it's essentially 100% voluntary, so entirely completed with full buy-in.
What kinds of articles might help convince your more resistant colleagues?
I really like this read. I teach at a high school that is "doing" standards based grading, but follow you to help with ideas to improve my approach to it. While I don't have to write my own standards I do have to prioritize them and break them down into what we call "Success Criteria" and we are also required to offer 1 reassessment for each assessment we give. We can give more if we choose. I see so many of my colleagues still pushing back against SBG for the more traditional system or trying to make SBG fit to a traditional system. I have shared a few of your articles with some of the new teachers to give them a better idea of how the alternative approach can benefit students in the learning process. This is my favorite summary of SBG and alternative grading that I've read. It's not a total how to but it gives an idea of what to do and how to do it. A lot of teachers I deal with are looking for a method that is easy to implement and requires little extra effort on their part.
Thanks, Adam. I will be the first to admit that I don't know anything about SBG in a high school setting. One of the biggest strengths of alternative grading in higher ed is that it's essentially 100% voluntary, so entirely completed with full buy-in.
What kinds of articles might help convince your more resistant colleagues?