Dave Frangiosa
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davefrangiosa.bsky.social
Dave Frangiosa
@davefrangiosa.bsky.social
260 followers 420 following 51 posts
I'm a HS science teacher from NJ. Co-author of Going Gradeless. Team member of Grow Beyond Grades. #GBG
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davefrangiosa.bsky.social
To organize the learning evidence, I use @gotlearning.bsky.social . Ss can submit files, GoogleDocs, videos, or audio all in one spot and I can respond similarly. I loaded AI prompts that Ss can use to generate on-demand feedback if I'm not available.

Example is not a real student, submissions are
Longitudinal conversations in gotFeedback that shows submissions next to each other. I zoomed in view of the longitudinal conversation that shows thumbnails of the submissions. You can scroll through the thumbnails. Focus view of an assignment that shows how you can annotate the submission by either drawing on it or entering comments in text boxes.
November 22, 2024 at 12:50 PM
davefrangiosa.bsky.social
A5. Grades are discussed twice a year when I'm required to post them. At all other times we discuss developmental targets and where Ss are in relation to the targets. We use a grade translation chart to translate to a grade. Targets are updated at the start of each unit. #UngradingChat
This is a grade translation chart to convert progress into a grade when necessary. It is just as arbitrary as any grading system but shifts the focus to the developmental targets. If all skills are on target, that is an A. All skills one level below target, that is a B-. The targets are updated based on the amount of practice provided on each skill. They are updated at the start of each new unit.
November 22, 2024 at 12:50 PM
davefrangiosa.bsky.social
Students ready to progress can be coached to the next level without seeing, while students still needing more time to develop don't feel rushed or behind.
Hard to completely explain here. It makes more sense when you see it in action.
Science learning progressions based on the Next Generation Science Standards science and engineering practices. The rubrics start with "Not Enough Evidence" meaning that a student didn't attempt the task or address it in a meaningful way. The levels are not levels of performance. They are steps in the development of a skill. Here is an example of one for Creating Explanations Not Enough Evidence I do not answer the question and/or I do not explain my reasoning or make predictions. Beginning I answer the question and I write an explanation or prediction that addresses the reason why I answered the question. Developing I use relevant terminology and/or state relevant Big Idea(s) in my explanation or prediction, using information from this unit. While making an explanation or prediction, I can correctly choose and overtly state relevant physics. Advanced I produce an accurate explanation or prediction that fully ties all of the relevant physics concepts to the correct answer, in a familiar situation. Expert I produce an accurate explanation or prediction for a complex situation. This may require the use of multiple steps and/or multiple Big Ideas, applying previously learned material when necessary. This is an example of a learning progression from early in the year where no criteria above developing is shown.
November 21, 2024 at 5:57 PM