It's part of our routine. They don't do it on their own to start. I use a platform called gotFeedback. I don't refer to it as their portfolio, that's where they submit their learning evidence as it happens. I'm very intentional about emphasizing the process of learning as opposed to the product.

Same. But I do this a few weeks before midterms and finals with the exams being the last chance to show growth. Can only help if they address areas we discuss in the conference. #UngradingChat

I don’t speak for the ungrading movement. I speak for me and my opinion on grades.

criteria is to determine the grade, the problems far outweigh the benefits. The PR and community outreach to battle the nostalgia of grades is the hardest part. Students don't need them to grow. They learn all the time without them. But we can coerce them to do what we want without them.

I understand why grades can't be eliminated overnight. However, with the way we can process qualitative feedback now and tools such as Mastery Transcript, I think the argument that grades are an effective form of feedback is overblown. Regardless of how it's packaged, or how well-defined the ...

I think we often get bogged down in trying to prove we're right. So most of my influences are from outside of the grade reform area. Zaretta Hammond, Mary Helen Immordino-Yang (a little dense) are some great reads. Here's a piece I wrote.
growbeyondgrades.org/blog/no-othe...

Agreed. That term or anything related to grading gets strong reactions. And I find that people who aren't exploring alternate assessment lump everything into SBG.

easiest piece to manage. Changing our language of assessment and how we talk about kids. It makes a huge difference and then they start thinking differently about students. Mindset has to shift before practice. Happy to talk more if you want.

That's the hardest part. Other teachers have been doing it "their way" for a long time and think change means they were wrong. Other teachers got interested when the students they were having challenges with were thriving in my class. When we they asked me what I'm doing, I start them with the ....

That's awesome that you had/have a group to bounce ideas off of. Things didn't really get good until I had people that challenged my thoughts in a productive way.

I was honest with Ss. I didn't know what was going to happen. We had an agreement that we would honor the intent of what we were trying to accomplish, not the approach. If the intent wasn't being met, things would change. They were my co-conspirators and had a lot of influence on what things became.

Got ya. I can see why you chose a different path.

It’s crazy. I deemphasize grades with my kids (10 & 7) yet they still care about percentages. We talk about their effort and learning from mistakes but they receive the other message more frequently it’s hard to get that out of their heads.