Yes me too! I understand the need to modify/react to specific situations to accommodate student dynamics. Three of us at my schl use LPM but each of us translates to a grade differently due to the population we teach, and the teacher’s comfort and personality. (LPM=learning progression model)

Are you the only teacher they have that grades this way?

I know you probably know this, but grading wouldn’t change engagement. Yes they may do it but will they care or learn more? Just gives you a stick.

Might I suggest finding out why? Ask a few indiv kids or have a class convo, or shake things up and do a different type of activity altogether!

So tempting, isn’t it? What’s the trigger currently?

These changes, multiplied across classrooms, contribute to a larger movement for educational transformation. It opens the door for discussions on what assessment could be, even as it operates within the limitations of what assessment currently is.

Facts are apolitical. Science is not. Science isn’t facts, it’s a form of relationship with facts - and with other people.