For students to take critical feedback constructively, they have to believe that it is possible for them to improve.

school’s assessment and feedback philosophy can encourage a sense of belonging as well as promote a culture that embraces all students as capable of growing and improving as thinkers, learners, and doers. To build on the authentic social justice work being done in our schools and to make real progress in our efforts to create inclusive and equitable communities, we must adopt and employ assessment practices that support this work.

The Intersection of SBA and Cultural Responsiveness

Grading Smarter, Not Harder

Their recent finding that many students don’t learn critical thinking in undergraduate history courses -- a challenge to history’s sales pitch that its graduates are finely tuned critical thinkers.

A panel of professors here urged a sizable crowd of colleagues to embrace not just grades but formative, ongoing assessment to gauge student learning or lack thereof in real(er) time.

the word ‘course’ is related to the running of a river

Its hallmarks include rapidity, unidirectionality, linearity, and dependency.

when a student takes a course, she is being led at pace down a narrow path in one direction.

transformed schools that feature tasks and projects that challenge young people in authentic ways to build design, collaboration, and communication skills that prepare young people for navigating new and complex situations.

Quality preparation. Much of the corporate training world has shifted from participation to demonstrated skills in order to improve job readiness.

Equity. If gap-closing equity is a stated goal, then structures, schedules, and supports can be aimed at struggling learners that need more time and assistance to accelerate their learning 

we should deeply examine student work, and this must include robust student self-assessment.

Unfortunately, many transcripts or report cards simply give course titles and grades. We should have transcripts and final reporting mechanisms that show the whole child, beyond their grades and their work in typical cognitive domains.

Using noncognitive competencies as assessment tools in courses and student projects is often something that teachers don’t have much expertise in. Many teachers have been hired for their content expertise and they are much more invested in, and/or have been trained in, the assessment and reporting of cognitive competencies.

Proficiency-based learning, at its core, is about redesigning the learning and teaching system of America. Instead of basing learning on how much time a student spends, it bases learning on what students can demonstrate—exactly the same as every other system students will encounter in the world outside of school.

In addition, schools should continue to share information pertaining to course grades and start to share information regarding student attainment of specific standards, including course-crossing skills such as problem solving, creativity, and analysis. While we would recommend that the course grades continue to use A-F or 0-100 scales, shifting to a 1-4 scale on the standards probably provides better insight for everyone involved. In this way, parents, students, and educators will know how students are doing within the structures of a class and how students are doing in regard to specific standards. This both/and approach will provide more information that can then be used to promote better learning.

Keep cohorts of kids together as they progress through their learning. Teachers can vary the learning strategies for various cohorts of students, supporting some students to dig deeper into various standards while others realize initial achievement—and then bringing everyone back together again to start the next unit of learning. Further, as research on learning has demonstrated, learning is a social endeavor, not meant to be undertaken alone. A cohort model supports this research.