“Equity Grading”

[Anonymous]

Defund fcps.

[Anonymous]

I have two workers that are illiterate. One is a supervisor. I asked the supervisor to write a reference letter. I had to rewrite the letter. The letter written by the supervisor demonstrated a high level of illiteracy. I suspect we will see more of this in the upcoming years.

[Anonymous]

Anonymous wrote:Defund fcps.

Defund a system that is 80-90% better than the rest of America, probably not happening.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Read it

https://www.gse.harvard.edu/news/19/12/harvard-edcast-grading-equity

I'm not sure whether he realizes that the unavoidable conclusion of his argument for accuracy is that you shouldn't grade students at all during the year but just administer a final exam, and that will be the grade.
The problem with that approach is that the vast majority of students have very low self-regulation skills and won't do any work if they're not constantly badgered to do it. The idea of not grading homework and convincing students that they need to do it to learn only works with the kids who knew that in the first place.

I've had several articles come up on my news feed from teachers saying that they've stopped grading entirely. And how happy they are!

I’ve graded very little since Jan and COULD NOT be happier. I highly recommend it, but I’ve also submitted my resignation for June-so happy all around.

There are like a gazillion teacher work days in the calendar. There's no excuse not to be able to keep up with grading. And everything is electronic so it's not like you are manually calculating the average like pre-technolgy (and yet teachers pre-2000 seemed to manage grades just fine w/o computers and w/o all the teacher work days).

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Read it

https://www.gse.harvard.edu/news/19/12/harvard-edcast-grading-equity

I'm not sure whether he realizes that the unavoidable conclusion of his argument for accuracy is that you shouldn't grade students at all during the year but just administer a final exam, and that will be the grade.
The problem with that approach is that the vast majority of students have very low self-regulation skills and won't do any work if they're not constantly badgered to do it. The idea of not grading homework and convincing students that they need to do it to learn only works with the kids who knew that in the first place.

I've had several articles come up on my news feed from teachers saying that they've stopped grading entirely. And how happy they are!

I’ve graded very little since Jan and COULD NOT be happier. I highly recommend it, but I’ve also submitted my resignation for June-so happy all around.

There are like a gazillion teacher work days in the calendar. There's no excuse not to be able to keep up with grading. And everything is electronic so it's not like you are manually calculating the average like pre-technolgy (and yet teachers pre-2000 seemed to manage grades just fine w/o computers and w/o all the teacher work days).

Our work days are almost entirely meetings and PDs. There are no long stretches of time for grading.

[Anonymous]

Anonymous wrote:I have two workers that are illiterate. One is a supervisor. I asked the supervisor to write a reference letter. I had to rewrite the letter. The letter written by the supervisor demonstrated a high level of illiteracy. I suspect we will see more of this in the upcoming years.

Yes, it's sad. I'm frequently recognized at work for writing well. Most of the writing duties fall to me as a result. English is my second language. When I went to high school in the late 80s, we still had typing classes, where I learned not just touch typing, but also the proper format of letters, memos, meeting minutes, etc. I've always had a writing style guide on my bookshelf since. I recently decided to take some training in plain English writing and it was very helpful. The instructor thanked us for showing up and caring about effective communication using the English language.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Read it

https://www.gse.harvard.edu/news/19/12/harvard-edcast-grading-equity

I'm not sure whether he realizes that the unavoidable conclusion of his argument for accuracy is that you shouldn't grade students at all during the year but just administer a final exam, and that will be the grade.
The problem with that approach is that the vast majority of students have very low self-regulation skills and won't do any work if they're not constantly badgered to do it. The idea of not grading homework and convincing students that they need to do it to learn only works with the kids who knew that in the first place.

I've had several articles come up on my news feed from teachers saying that they've stopped grading entirely. And how happy they are!

I’ve graded very little since Jan and COULD NOT be happier. I highly recommend it, but I’ve also submitted my resignation for June-so happy all around.

There are like a gazillion teacher work days in the calendar. There's no excuse not to be able to keep up with grading. And everything is electronic so it's not like you are manually calculating the average like pre-technolgy (and yet teachers pre-2000 seemed to manage grades just fine w/o computers and w/o all the teacher work days).

Okay. I’ll play. If I receive 120 essays, it will take me over 20 hours to grade that assignment at 10 minutes / essay. While I’m grading those, I also gave a test that will take me 10 hours at 5 minutes / test. (I have to move forward with curriculum!) I can’t take time off from my primary role of teaching to get through those 30 hours of assignments to grade. I get (at most) 60 minutes a day away from students to get all of my work done. Oops! Now my planning period has been taken away to either cover a class or attend a meeting. THERE’S the reason teachers can’t catch up. If I now have to provide retakes, all of those new exams I have to write and rewritten papers I have to score have to happen on top of the 30 extra hours of work / week I already have.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Read it

https://www.gse.harvard.edu/news/19/12/harvard-edcast-grading-equity

I'm not sure whether he realizes that the unavoidable conclusion of his argument for accuracy is that you shouldn't grade students at all during the year but just administer a final exam, and that will be the grade.
The problem with that approach is that the vast majority of students have very low self-regulation skills and won't do any work if they're not constantly badgered to do it. The idea of not grading homework and convincing students that they need to do it to learn only works with the kids who knew that in the first place.

I've had several articles come up on my news feed from teachers saying that they've stopped grading entirely. And how happy they are!

I’ve graded very little since Jan and COULD NOT be happier. I highly recommend it, but I’ve also submitted my resignation for June-so happy all around.

There are like a gazillion teacher work days in the calendar. There's no excuse not to be able to keep up with grading. And everything is electronic so it's not like you are manually calculating the average like pre-technolgy (and yet teachers pre-2000 seemed to manage grades just fine w/o computers and w/o all the teacher work days).

Okay. I’ll play. If I receive 120 essays, it will take me over 20 hours to grade that assignment at 10 minutes / essay. While I’m grading those, I also gave a test that will take me 10 hours at 5 minutes / test. (I have to move forward with curriculum!) I can’t take time off from my primary role of teaching to get through those 30 hours of assignments to grade. I get (at most) 60 minutes a day away from students to get all of my work done. Oops! Now my planning period has been taken away to either cover a class or attend a meeting. THERE’S the reason teachers can’t catch up. If I now have to provide retakes, all of those new exams I have to write and rewritten papers I have to score have to happen on top of the 30 extra hours of work / week I already have.

Serious question.... do you not expect to have to catch up on work in the evenings? Or weekends sometimes? I don't know too many professionals who don't have to get back on the computer at night to get everything done. Not all of them (myself included) are well paid either. I don't think about my job as X number of hours... I think of it as working as long as it takes to get the job done. Why would teachers be exempt from this? My mom was a teacher and she brought home grading all the time.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Read it

https://www.gse.harvard.edu/news/19/12/harvard-edcast-grading-equity

I'm not sure whether he realizes that the unavoidable conclusion of his argument for accuracy is that you shouldn't grade students at all during the year but just administer a final exam, and that will be the grade.
The problem with that approach is that the vast majority of students have very low self-regulation skills and won't do any work if they're not constantly badgered to do it. The idea of not grading homework and convincing students that they need to do it to learn only works with the kids who knew that in the first place.

I've had several articles come up on my news feed from teachers saying that they've stopped grading entirely. And how happy they are!

I’ve graded very little since Jan and COULD NOT be happier. I highly recommend it, but I’ve also submitted my resignation for June-so happy all around.

There are like a gazillion teacher work days in the calendar. There's no excuse not to be able to keep up with grading. And everything is electronic so it's not like you are manually calculating the average like pre-technolgy (and yet teachers pre-2000 seemed to manage grades just fine w/o computers and w/o all the teacher work days).

Okay. I’ll play. If I receive 120 essays, it will take me over 20 hours to grade that assignment at 10 minutes / essay. While I’m grading those, I also gave a test that will take me 10 hours at 5 minutes / test. (I have to move forward with curriculum!) I can’t take time off from my primary role of teaching to get through those 30 hours of assignments to grade. I get (at most) 60 minutes a day away from students to get all of my work done. Oops! Now my planning period has been taken away to either cover a class or attend a meeting. THERE’S the reason teachers can’t catch up. If I now have to provide retakes, all of those new exams I have to write and rewritten papers I have to score have to happen on top of the 30 extra hours of work / week I already have.

Serious question.... do you not expect to have to catch up on work in the evenings? Or weekends sometimes? I don't know too many professionals who don't have to get back on the computer at night to get everything done. Not all of them (myself included) are well paid either. I don't think about my job as X number of hours... I think of it as working as long as it takes to get the job done. Why would teachers be exempt from this? My mom was a teacher and she brought home grading all the time.

Just curious what you consider not being paid well.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Read it

https://www.gse.harvard.edu/news/19/12/harvard-edcast-grading-equity

I'm not sure whether he realizes that the unavoidable conclusion of his argument for accuracy is that you shouldn't grade students at all during the year but just administer a final exam, and that will be the grade.
The problem with that approach is that the vast majority of students have very low self-regulation skills and won't do any work if they're not constantly badgered to do it. The idea of not grading homework and convincing students that they need to do it to learn only works with the kids who knew that in the first place.

I've had several articles come up on my news feed from teachers saying that they've stopped grading entirely. And how happy they are!

I’ve graded very little since Jan and COULD NOT be happier. I highly recommend it, but I’ve also submitted my resignation for June-so happy all around.

There are like a gazillion teacher work days in the calendar. There's no excuse not to be able to keep up with grading. And everything is electronic so it's not like you are manually calculating the average like pre-technolgy (and yet teachers pre-2000 seemed to manage grades just fine w/o computers and w/o all the teacher work days).

Okay. I’ll play. If I receive 120 essays, it will take me over 20 hours to grade that assignment at 10 minutes / essay. While I’m grading those, I also gave a test that will take me 10 hours at 5 minutes / test. (I have to move forward with curriculum!) I can’t take time off from my primary role of teaching to get through those 30 hours of assignments to grade. I get (at most) 60 minutes a day away from students to get all of my work done. Oops! Now my planning period has been taken away to either cover a class or attend a meeting. THERE’S the reason teachers can’t catch up. If I now have to provide retakes, all of those new exams I have to write and rewritten papers I have to score have to happen on top of the 30 extra hours of work / week I already have.

Serious question.... do you not expect to have to catch up on work in the evenings? Or weekends sometimes? I don't know too many professionals who don't have to get back on the computer at night to get everything done. Not all of them (myself included) are well paid either. I don't think about my job as X number of hours... I think of it as working as long as it takes to get the job done. Why would teachers be exempt from this? My mom was a teacher and she brought home grading all the time.

There’s a difference between “catching up on work” and dedicating 4+ extra hours a night to a job. Plus, most jobs don’t require you to be “on” all day. Imagine giving 28 hours of presentations a week, which you also have to produce and plan for in your “spare time.” I worked in a corporate environment before becoming a teacher. I may have brought home an hour of work… tops… a night. I was also able to eat lunch, something that is now a luxury to me. I like teaching. I don’t like the assumption I need to martyr myself to get the job done. Teaching expects too much these days, which is why I’m concerned about adding MORE to the plate.

[Anonymous]

Exactly. I write and perform five one-act plays each day. During my 45-minute planning time, I'm usually in a meeting or covering for colleagues. At the end of the day, I spend 1-2 hrs writing my one-act plays for the next day. If I have time, I grade but when it comes down to grading v. lesson planning, lesson planning wins every time.

[Anonymous]

Arlington teachers have pushed back on equitable grading; read their letter to the school system here (ABC local):

https://wjla.com/amp/news/crisis-in-the-classrooms/va-teachers-push-back-on-equity-proposal-to-abolish-some-grades-late-homework-penalties

[Anonymous]

Anonymous wrote:Arlington teachers have pushed back on equitable grading; read their letter to the school system here (ABC local):

https://wjla.com/amp/news/crisis-in-the-classrooms/va-teachers-push-back-on-equity-proposal-to-abolish-some-grades-late-homework-penalties

Good for them. I agree. Since the pandemic, many things don't count like they used to, like homework. It only teaches mine not to do it. So now, I have to have many discussions on why it matters. Such BS. I'm glad my kids are nearly out of the system.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Defund fcps.

Defund a system that is 80-90% better than the rest of America, probably not happening.

A lot of people on here seem to want Connecticut-style school systems, which are actually dystopian.

[Anonymous]

Anonymous wrote:Under this plan, no school will identify or award or otherwise recognize individual academic achievements. All GPAs will be averaged but with highest and lowest scores eliminated.

There shall be no valedictorians or public identification of individual student achievement. All FCPS HS students shall start the academic year with a grace-granted weighted GPA of a 2.75 and with the rolling grade book, this GPA shall stand until and unless student meets their Individualized Metric Rubric Standard (IMRS) and submits their monthly IMRS report to their assigned administrator. Once submitted and completed with a parent and guidance counselor signature, an adjustment will be added to the 2.75. Inaction or failure to complete the IMRS shall keep the 2.75 GPA stagnant.

Is this a joke?