This week, we are starting our book study with chapter 1 of Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms by Joe Feldman. Specifically, we will dive into what makes grading so difficult to talk about and even harder to change.
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Featured Content
**For detailed show notes, please visit our website at https://edugals.com/130**
- Grading for Equity by Joe Feldman
- Find a buddy to talk about the ideas in this book!
- Structure of the book:
- 14 chapters
- 3 parts - foundations, a case for change, equitable grading practices
- Get comfortable with being uncomfortable - try to stay open-minded
- Teaching is challenging - grades are one of the only places where we still have autonomy
- Grades and grading practices are highly personal
- Changing grades by admin
- Grading is not really something that is taught in teacher education programs
- Most grading practices are based on prior experience
- We hate grading! and grade grubbing!
- Stress around grading
- Mastery grading and specs grading and other equitable grading practices reduces stress around grades and grading
- Web of belief:
- Shapes our teaching and grading practices
- What is your starting position?
- When we learn new info - we either dismiss or accept it (depends on how it fits)
- Question your reactions
- What barriers are we creating with our grading practices?
- Acknowledge guilt around past grading practices and then let it go
- Discussion question: What is your why?
- Part of our UnGrading journey - Jesse Stommel
- Building equity lens
- Build on learning and justify changes to grading practices (where is the evidence?)
- Entry points for grading conversations with colleagues
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