Hi Kenoc - thanks for your comments! However, I disagree about "I can" statements: We want to describe what it means for a student to successfully meet the standard. Progress or "I am learning to" is what students do along the way, which is good. But the standard describes what happens after students have learned at the appropriate level.
Hi Kenoc - thanks for your comments! However, I disagree about "I can" statements: We want to describe what it means for a student to successfully meet the standard. Progress or "I am learning to" is what students do along the way, which is good. But the standard describes what happens after students have learned at the appropriate level.
The point of the 3rd pillar is to avoid points and partial credit, and instead, if using any marks at all, to use ones that are clear statements about progress and feedback.
Hi Kenoc - thanks for your comments! However, I disagree about "I can" statements: We want to describe what it means for a student to successfully meet the standard. Progress or "I am learning to" is what students do along the way, which is good. But the standard describes what happens after students have learned at the appropriate level.
You can find more about the pillars right here on the blog, for example: https://gradingforgrowth.substack.com/p/finding-common-ground-with-grading
The point of the 3rd pillar is to avoid points and partial credit, and instead, if using any marks at all, to use ones that are clear statements about progress and feedback.