APS and Grading for Equity - Discuss

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have two Maryland high school women graduates working for me. Both are functionally illiterate.

Both women are smart but they went to poor school districts in one of the poorest counties in Maryland.

I asked the one who is a supervisor to write a recommendation letter for another employee. The letter was embarrassing.

Both women will never move beyond low end jobs due to being illiterate. It is sad because both women are smart. They were poorly served by the school district.

A high school degree should mean that you can write a proper sentence and be able to do basic math.

Wow, that is damning (I believe you). I do think there is one other part that will determine the outcome: attitude. You can work hard to bring yourself up to scratch or even excel at any age, but I’m worried that the new policy really emphasizes no consequences for bad attitudes, with no rewards for good attitudes and work ethics. And also promotes that everyone should feel entitled to unlimited re-do’s and no accountability… believing that their subpar performances are great.

More manufactured “concern”.

It encourages learning the material. It encourages more kid to try and improve.

I do see that argument but I don’t think the opportunity for *unlimited* retakes encourages them to learn and improve. Even if the student plans on learning what they missed, being able to constantly put something off means it’s going to be harder to muster the motivation to do it (and in the meantime more material is being taught and the work is piling up). That coupled with not allowing summarize assessments or homework to be graded means that you are relying on the student having a lot of internal motivation to learn the material.

DD’s teacher for math allows kids to re-do the test problems they missed for quarter credit. DD always takes advantage of that. That setup makes it so she learns the material motivates her to practice time management and organization skills. And this is a teacher who doesn’t grade homework because she thinks doing so is inequitable so she certainly is not incognizant of equity issues.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have two Maryland high school women graduates working for me. Both are functionally illiterate.

Both women are smart but they went to poor school districts in one of the poorest counties in Maryland.

I asked the one who is a supervisor to write a recommendation letter for another employee. The letter was embarrassing.

Both women will never move beyond low end jobs due to being illiterate. It is sad because both women are smart. They were poorly served by the school district.

A high school degree should mean that you can write a proper sentence and be able to do basic math.

Wow, that is damning (I believe you). I do think there is one other part that will determine the outcome: attitude. You can work hard to bring yourself up to scratch or even excel at any age, but I’m worried that the new policy really emphasizes no consequences for bad attitudes, with no rewards for good attitudes and work ethics. And also promotes that everyone should feel entitled to unlimited re-do’s and no accountability… believing that their subpar performances are great.

More manufactured “concern”.

It encourages learning the material. It encourages more kid to try and improve.

I do see that argument but I don’t think the opportunity for *unlimited* retakes encourages them to learn and improve. Even if the student plans on learning what they missed, being able to constantly put something off means it’s going to be harder to muster the motivation to do it (and in the meantime more material is being taught and the work is piling up). That coupled with not allowing summarize assessments or homework to be graded means that you are relying on the student having a lot of internal motivation to learn the material.

DD’s teacher for math allows kids to re-do the test problems they missed for quarter credit. DD always takes advantage of that. That setup makes it so she learns the material motivates her to practice time management and organization skills. And this is a teacher who doesn’t grade homework because she thinks doing so is inequitable so she certainly is not incognizant of equity issues.

“Unlimited” isn’t happening. Kids don’t have the time or interest in that.

Retakes/test corrections are motivating for many kids, including yours.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"Equitable grading" practices vary based on how the concept is implemented, but the primary stated goal of proponents is to combat "institutional bias" and eliminate racial disparities in grade outcomes through a variety of tactics. Among the least controversial is the removal of grade penalties for late assignments and the ability to retake or redo assignments, often on an unlimited basis.

But proponents of the novel grading practices also advocate the elimination of "zero grades" by using a 50-100 scale. Under that scale, a student cannot receive a grade lower than 50, even if the assignment was never submitted, thereby creating a much higher grade floor and enabling students to achieve passing grades more easily.

Key Points of "Grading for Equity" at APS:

1. no late penalty on homework or any class assignment
2. allow unlimited retakes and redos
3. 50% min. score (even if you did nothing)
4. homework can't count towards grades
5. Final exams weigh heavily (but don't forget point #2 above)
6. attendance can't count towards grades (hey if you think you can pass that final exam, no need to come to class anymore)

Basically, every student will pass their courses, no more fails. achievement gap will be closed.

All based on just a random guy's book, not research based. No data support. Sounds familiar? yes, Joe Feldman is the new Lucy Calkins.

This is absolutely correct. Most shocking is that kids literally have zero consequences for cutting class. Sure their parents might be informed but no impact on class grade at all. So go ahead and cut class all you want, copy the assignments off someone and then retake until you learn the test enough to pass w a decent grade. Kids are smart and already gaming the system.

There are students who come to school at best 10% of the time but still pass the class. No consequence whatsoever.

Wait, non-attendance has zero consequences for your grades? Has anyone told the travel forum?!

Why would attendance ever affect grades?

If kids attend enough that they aren’t truant and they do well on assignments what is the big deal?

If they miss tests and can't retake that would impact grades

But they can take retakes.

Students are allowed to take a test whenever they feel like it. It’s better than McDonald’s drive thru. No consequences whatsoever, because equity.

What exactly is wrong with retakes?

LOL! How many do you think should be allowed? These are kids growing up and thinking cpnsequences for anything in life are unfair.

Is it about learning consequences or about learning the material?

Retakes encourage learning the material.

Students won't get unlimited retakes anyway. Red herring from lazy MAGA.

It should be about both. Neither system alone addresses both fully. A balanced combination of the two would be the most effective and the most meaningful.

Again, students aren't getting unlimited retakes. It's a manufactured "issue".

I'm fine with re-takes of the regular quizzes throughout a unit; but if that is being done properly, there shouldn't be a need to re-take the cumulative exam. Still, I'm open to the possibility of re-taking an exam depending on individual circumstances or, preferably, allowing students to correct the mistakes they made on an exam for partial credit. I'm mainly open to that under the theory that everything will be re-tested in an end-of-year final exam and therefore they will be furthering their mastery and understanding of the material. BUT, the final exam should be the final exam. Period. I think it's fair for students to be evaluated according to how well they mastered the material over the course of the year, having had plenty of opportunities to re-take and improve along the way.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have two Maryland high school women graduates working for me. Both are functionally illiterate.

Both women are smart but they went to poor school districts in one of the poorest counties in Maryland.

I asked the one who is a supervisor to write a recommendation letter for another employee. The letter was embarrassing.

Both women will never move beyond low end jobs due to being illiterate. It is sad because both women are smart. They were poorly served by the school district.

A high school degree should mean that you can write a proper sentence and be able to do basic math.

Wow, that is damning (I believe you). I do think there is one other part that will determine the outcome: attitude. You can work hard to bring yourself up to scratch or even excel at any age, but I’m worried that the new policy really emphasizes no consequences for bad attitudes, with no rewards for good attitudes and work ethics. And also promotes that everyone should feel entitled to unlimited re-do’s and no accountability… believing that their subpar performances are great.

More manufactured “concern”.

It encourages learning the material. It encourages more kid to try and improve.

And it encourages others to NOT study and prepare the first time. It also deflates the spirit and motivation of students who don't need all the re-takes and second chances because they did their work and studied but are now getting the same grades as students who didn't put in the effort along the way. SOME students may be encouraged more because they know they'll have a second chance if they don't do well the first time. But let's not deny or dismiss the notion that other students may be negatively influenced.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"Equitable grading" practices vary based on how the concept is implemented, but the primary stated goal of proponents is to combat "institutional bias" and eliminate racial disparities in grade outcomes through a variety of tactics. Among the least controversial is the removal of grade penalties for late assignments and the ability to retake or redo assignments, often on an unlimited basis.

But proponents of the novel grading practices also advocate the elimination of "zero grades" by using a 50-100 scale. Under that scale, a student cannot receive a grade lower than 50, even if the assignment was never submitted, thereby creating a much higher grade floor and enabling students to achieve passing grades more easily.

Key Points of "Grading for Equity" at APS:

1. no late penalty on homework or any class assignment
2. allow unlimited retakes and redos
3. 50% min. score (even if you did nothing)
4. homework can't count towards grades
5. Final exams weigh heavily (but don't forget point #2 above)
6. attendance can't count towards grades (hey if you think you can pass that final exam, no need to come to class anymore)

Basically, every student will pass their courses, no more fails. achievement gap will be closed.

All based on just a random guy's book, not research based. No data support. Sounds familiar? yes, Joe Feldman is the new Lucy Calkins.

This is absolutely correct. Most shocking is that kids literally have zero consequences for cutting class. Sure their parents might be informed but no impact on class grade at all. So go ahead and cut class all you want, copy the assignments off someone and then retake until you learn the test enough to pass w a decent grade. Kids are smart and already gaming the system.

There are students who come to school at best 10% of the time but still pass the class. No consequence whatsoever.

Wait, non-attendance has zero consequences for your grades? Has anyone told the travel forum?!

Why would attendance ever affect grades?

If kids attend enough that they aren’t truant and they do well on assignments what is the big deal?

If they miss tests and can't retake that would impact grades

But they can take retakes.

Students are allowed to take a test whenever they feel like it. It’s better than McDonald’s drive thru. No consequences whatsoever, because equity.

What exactly is wrong with retakes?

LOL! How many do you think should be allowed? These are kids growing up and thinking cpnsequences for anything in life are unfair.

Is it about learning consequences or about learning the material?

Retakes encourage learning the material.

Students won't get unlimited retakes anyway. Red herring from lazy MAGA.

It should be about both. Neither system alone addresses both fully. A balanced combination of the two would be the most effective and the most meaningful.

Again, students aren't getting unlimited retakes. It's a manufactured "issue".

I'm fine with re-takes of the regular quizzes throughout a unit; but if that is being done properly, there shouldn't be a need to re-take the cumulative exam. Still, I'm open to the possibility of re-taking an exam depending on individual circumstances or, preferably, allowing students to correct the mistakes they made on an exam for partial credit. I'm mainly open to that under the theory that everything will be re-tested in an end-of-year final exam and therefore they will be furthering their mastery and understanding of the material. BUT, the final exam should be the final exam. Period. I think it's fair for students to be evaluated according to how well they mastered the material over the course of the year, having had plenty of opportunities to re-take and improve along the way.

How common are final exams in APS middle and high school? (Course finals, not SOLs)

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have two Maryland high school women graduates working for me. Both are functionally illiterate.

Both women are smart but they went to poor school districts in one of the poorest counties in Maryland.

I asked the one who is a supervisor to write a recommendation letter for another employee. The letter was embarrassing.

Both women will never move beyond low end jobs due to being illiterate. It is sad because both women are smart. They were poorly served by the school district.

A high school degree should mean that you can write a proper sentence and be able to do basic math.

Wow, that is damning (I believe you). I do think there is one other part that will determine the outcome: attitude. You can work hard to bring yourself up to scratch or even excel at any age, but I’m worried that the new policy really emphasizes no consequences for bad attitudes, with no rewards for good attitudes and work ethics. And also promotes that everyone should feel entitled to unlimited re-do’s and no accountability… believing that their subpar performances are great.

More manufactured “concern”.

It encourages learning the material. It encourages more kid to try and improve.

I do see that argument but I don’t think the opportunity for *unlimited* retakes encourages them to learn and improve. Even if the student plans on learning what they missed, being able to constantly put something off means it’s going to be harder to muster the motivation to do it (and in the meantime more material is being taught and the work is piling up). That coupled with not allowing summarize assessments or homework to be graded means that you are relying on the student having a lot of internal motivation to learn the material.

DD’s teacher for math allows kids to re-do the test problems they missed for quarter credit. DD always takes advantage of that. That setup makes it so she learns the material motivates her to practice time management and organization skills. And this is a teacher who doesn’t grade homework because she thinks doing so is inequitable so she certainly is not incognizant of equity issues.

“Unlimited” isn’t happening. Kids don’t have the time or interest in that.

Retakes/test corrections are motivating for many kids, including yours.

One of my main points was basically of what you’re saying: offering unlimited retakes with no penalty removes much-needed external motivation to study. I see kids who had good intentions to study but who put it off again and again because the only hard deadline is the end of the quarter, and on top of that they get behind in learning because formative assessments are basically optional. Furthermore, they lose motivation because they know that they will get some credit no matter what. And I think it’s important to note that the retake proposals Wakefield teachers were talking about are not for partial credit.

I spoke about this earlier but one of the reasons a high school diploma is more valuable than a GRE is because despite the fact that they cover the same material, graduating from high school means you had to learn important soft skills like organization and time management. I think those skills should be more explicitly taught, but they shouldn’t change things so that content knowledge is all that’s required.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"Equitable grading" practices vary based on how the concept is implemented, but the primary stated goal of proponents is to combat "institutional bias" and eliminate racial disparities in grade outcomes through a variety of tactics. Among the least controversial is the removal of grade penalties for late assignments and the ability to retake or redo assignments, often on an unlimited basis.

But proponents of the novel grading practices also advocate the elimination of "zero grades" by using a 50-100 scale. Under that scale, a student cannot receive a grade lower than 50, even if the assignment was never submitted, thereby creating a much higher grade floor and enabling students to achieve passing grades more easily.

Key Points of "Grading for Equity" at APS:

1. no late penalty on homework or any class assignment
2. allow unlimited retakes and redos
3. 50% min. score (even if you did nothing)
4. homework can't count towards grades
5. Final exams weigh heavily (but don't forget point #2 above)
6. attendance can't count towards grades (hey if you think you can pass that final exam, no need to come to class anymore)

Basically, every student will pass their courses, no more fails. achievement gap will be closed.

All based on just a random guy's book, not research based. No data support. Sounds familiar? yes, Joe Feldman is the new Lucy Calkins.

This is absolutely correct. Most shocking is that kids literally have zero consequences for cutting class. Sure their parents might be informed but no impact on class grade at all. So go ahead and cut class all you want, copy the assignments off someone and then retake until you learn the test enough to pass w a decent grade. Kids are smart and already gaming the system.

There are students who come to school at best 10% of the time but still pass the class. No consequence whatsoever.

Wait, non-attendance has zero consequences for your grades? Has anyone told the travel forum?!

Why would attendance ever affect grades?

If kids attend enough that they aren’t truant and they do well on assignments what is the big deal?

If they miss tests and can't retake that would impact grades

But they can take retakes.

Students are allowed to take a test whenever they feel like it. It’s better than McDonald’s drive thru. No consequences whatsoever, because equity.

What exactly is wrong with retakes?

LOL! How many do you think should be allowed? These are kids growing up and thinking cpnsequences for anything in life are unfair.

Is it about learning consequences or about learning the material?

Retakes encourage learning the material.

Students won't get unlimited retakes anyway. Red herring from lazy MAGA.

It should be about both. Neither system alone addresses both fully. A balanced combination of the two would be the most effective and the most meaningful.

Again, students aren't getting unlimited retakes. It's a manufactured "issue".

I'm fine with re-takes of the regular quizzes throughout a unit; but if that is being done properly, there shouldn't be a need to re-take the cumulative exam. Still, I'm open to the possibility of re-taking an exam depending on individual circumstances or, preferably, allowing students to correct the mistakes they made on an exam for partial credit. I'm mainly open to that under the theory that everything will be re-tested in an end-of-year final exam and therefore they will be furthering their mastery and understanding of the material. BUT, the final exam should be the final exam. Period. I think it's fair for students to be evaluated according to how well they mastered the material over the course of the year, having had plenty of opportunities to re-take and improve along the way.

How common are final exams in APS middle and high school? (Course finals, not SOLs)

Less important today than years ago. Seniors are generally exempt from taking them. APS seniors have Senior Experience so they’re not at school the last few weeks.

The switch to equitable grading will likely emphasize finals for the underclassmen, since end of term assessments are prioritized under the new grading system.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"Equitable grading" practices vary based on how the concept is implemented, but the primary stated goal of proponents is to combat "institutional bias" and eliminate racial disparities in grade outcomes through a variety of tactics. Among the least controversial is the removal of grade penalties for late assignments and the ability to retake or redo assignments, often on an unlimited basis.

But proponents of the novel grading practices also advocate the elimination of "zero grades" by using a 50-100 scale. Under that scale, a student cannot receive a grade lower than 50, even if the assignment was never submitted, thereby creating a much higher grade floor and enabling students to achieve passing grades more easily.

Key Points of "Grading for Equity" at APS:

1. no late penalty on homework or any class assignment
2. allow unlimited retakes and redos
3. 50% min. score (even if you did nothing)
4. homework can't count towards grades
5. Final exams weigh heavily (but don't forget point #2 above)
6. attendance can't count towards grades (hey if you think you can pass that final exam, no need to come to class anymore)

Basically, every student will pass their courses, no more fails. achievement gap will be closed.

All based on just a random guy's book, not research based. No data support. Sounds familiar? yes, Joe Feldman is the new Lucy Calkins.

This is absolutely correct. Most shocking is that kids literally have zero consequences for cutting class. Sure their parents might be informed but no impact on class grade at all. So go ahead and cut class all you want, copy the assignments off someone and then retake until you learn the test enough to pass w a decent grade. Kids are smart and already gaming the system.

There are students who come to school at best 10% of the time but still pass the class. No consequence whatsoever.

Wait, non-attendance has zero consequences for your grades? Has anyone told the travel forum?!

Why would attendance ever affect grades?

If kids attend enough that they aren’t truant and they do well on assignments what is the big deal?

If they miss tests and can't retake that would impact grades

But they can take retakes.

Students are allowed to take a test whenever they feel like it. It’s better than McDonald’s drive thru. No consequences whatsoever, because equity.

What exactly is wrong with retakes?

LOL! How many do you think should be allowed? These are kids growing up and thinking cpnsequences for anything in life are unfair.

Is it about learning consequences or about learning the material?

Retakes encourage learning the material.

Students won't get unlimited retakes anyway. Red herring from lazy MAGA.

It should be about both. Neither system alone addresses both fully. A balanced combination of the two would be the most effective and the most meaningful.

Again, students aren't getting unlimited retakes. It's a manufactured "issue".

My kids can retake every test and quiz - I am not sure about retaking multiple times, but being able to retake everything just seems like too much. This is combined with the fact that anyting above an 80% gets translated into an A ("meets expectations") is just crazy to me.

Why does it seem like “too much”? It’s another opportunity to review and master the material again.

Being able to retake everything removes incentives to study to begin with, and studying is another opportunity to learn. for the retake, the student only has to learn how to do the specific problem on the test that he got wrong originally, not all the things that could have been asked. So doing well on a request does not show the same mastery of the material - if it did, all teachers would give out tests ahead of time.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"Equitable grading" practices vary based on how the concept is implemented, but the primary stated goal of proponents is to combat "institutional bias" and eliminate racial disparities in grade outcomes through a variety of tactics. Among the least controversial is the removal of grade penalties for late assignments and the ability to retake or redo assignments, often on an unlimited basis.

But proponents of the novel grading practices also advocate the elimination of "zero grades" by using a 50-100 scale. Under that scale, a student cannot receive a grade lower than 50, even if the assignment was never submitted, thereby creating a much higher grade floor and enabling students to achieve passing grades more easily.

Key Points of "Grading for Equity" at APS:

1. no late penalty on homework or any class assignment
2. allow unlimited retakes and redos
3. 50% min. score (even if you did nothing)
4. homework can't count towards grades
5. Final exams weigh heavily (but don't forget point #2 above)
6. attendance can't count towards grades (hey if you think you can pass that final exam, no need to come to class anymore)

Basically, every student will pass their courses, no more fails. achievement gap will be closed.

All based on just a random guy's book, not research based. No data support. Sounds familiar? yes, Joe Feldman is the new Lucy Calkins.

This is absolutely correct. Most shocking is that kids literally have zero consequences for cutting class. Sure their parents might be informed but no impact on class grade at all. So go ahead and cut class all you want, copy the assignments off someone and then retake until you learn the test enough to pass w a decent grade. Kids are smart and already gaming the system.

There are students who come to school at best 10% of the time but still pass the class. No consequence whatsoever.

Wait, non-attendance has zero consequences for your grades? Has anyone told the travel forum?!

Why would attendance ever affect grades?

If kids attend enough that they aren’t truant and they do well on assignments what is the big deal?

If they miss tests and can't retake that would impact grades

But they can take retakes.

Students are allowed to take a test whenever they feel like it. It’s better than McDonald’s drive thru. No consequences whatsoever, because equity.

What exactly is wrong with retakes?

LOL! How many do you think should be allowed? These are kids growing up and thinking cpnsequences for anything in life are unfair.

Is it about learning consequences or about learning the material?

Retakes encourage learning the material.

Students won't get unlimited retakes anyway. Red herring from lazy MAGA.

It should be about both. Neither system alone addresses both fully. A balanced combination of the two would be the most effective and the most meaningful.

Again, students aren't getting unlimited retakes. It's a manufactured "issue".

I'm fine with re-takes of the regular quizzes throughout a unit; but if that is being done properly, there shouldn't be a need to re-take the cumulative exam. Still, I'm open to the possibility of re-taking an exam depending on individual circumstances or, preferably, allowing students to correct the mistakes they made on an exam for partial credit. I'm mainly open to that under the theory that everything will be re-tested in an end-of-year final exam and therefore they will be furthering their mastery and understanding of the material. BUT, the final exam should be the final exam. Period. I think it's fair for students to be evaluated according to how well they mastered the material over the course of the year, having had plenty of opportunities to re-take and improve along the way.

How common are final exams in APS middle and high school? (Course finals, not SOLs)

Less important today than years ago. Seniors are generally exempt from taking them. APS seniors have Senior Experience so they’re not at school the last few weeks.

The switch to equitable grading will likely emphasize finals for the underclassmen, since end of term assessments are prioritized under the new grading system.

Thanks. Do all academic classes for 9th, 10th, and 11th graders currently have a final or is it up to the teacher?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have two Maryland high school women graduates working for me. Both are functionally illiterate.

Both women are smart but they went to poor school districts in one of the poorest counties in Maryland.

I asked the one who is a supervisor to write a recommendation letter for another employee. The letter was embarrassing.

Both women will never move beyond low end jobs due to being illiterate. It is sad because both women are smart. They were poorly served by the school district.

A high school degree should mean that you can write a proper sentence and be able to do basic math.

Wow, that is damning (I believe you). I do think there is one other part that will determine the outcome: attitude. You can work hard to bring yourself up to scratch or even excel at any age, but I’m worried that the new policy really emphasizes no consequences for bad attitudes, with no rewards for good attitudes and work ethics. And also promotes that everyone should feel entitled to unlimited re-do’s and no accountability… believing that their subpar performances are great.

More manufactured “concern”.

It encourages learning the material. It encourages more kid to try and improve.

And it encourages others to NOT study and prepare the first time. It also deflates the spirit and motivation of students who don't need all the re-takes and second chances because they did their work and studied but are now getting the same grades as students who didn't put in the effort along the way. SOME students may be encouraged more because they know they'll have a second chance if they don't do well the first time. But let's not deny or dismiss the notion that other students may be negatively influenced.

No, it doesn’t. Retakes are time consuming and reduce total points possible.

Fake news.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"Equitable grading" practices vary based on how the concept is implemented, but the primary stated goal of proponents is to combat "institutional bias" and eliminate racial disparities in grade outcomes through a variety of tactics. Among the least controversial is the removal of grade penalties for late assignments and the ability to retake or redo assignments, often on an unlimited basis.

But proponents of the novel grading practices also advocate the elimination of "zero grades" by using a 50-100 scale. Under that scale, a student cannot receive a grade lower than 50, even if the assignment was never submitted, thereby creating a much higher grade floor and enabling students to achieve passing grades more easily.

Key Points of "Grading for Equity" at APS:

1. no late penalty on homework or any class assignment
2. allow unlimited retakes and redos
3. 50% min. score (even if you did nothing)
4. homework can't count towards grades
5. Final exams weigh heavily (but don't forget point #2 above)
6. attendance can't count towards grades (hey if you think you can pass that final exam, no need to come to class anymore)

Basically, every student will pass their courses, no more fails. achievement gap will be closed.

All based on just a random guy's book, not research based. No data support. Sounds familiar? yes, Joe Feldman is the new Lucy Calkins.

This is absolutely correct. Most shocking is that kids literally have zero consequences for cutting class. Sure their parents might be informed but no impact on class grade at all. So go ahead and cut class all you want, copy the assignments off someone and then retake until you learn the test enough to pass w a decent grade. Kids are smart and already gaming the system.

There are students who come to school at best 10% of the time but still pass the class. No consequence whatsoever.

Wait, non-attendance has zero consequences for your grades? Has anyone told the travel forum?!

Why would attendance ever affect grades?

If kids attend enough that they aren’t truant and they do well on assignments what is the big deal?

If they miss tests and can't retake that would impact grades

But they can take retakes.

Students are allowed to take a test whenever they feel like it. It’s better than McDonald’s drive thru. No consequences whatsoever, because equity.

What exactly is wrong with retakes?

LOL! How many do you think should be allowed? These are kids growing up and thinking cpnsequences for anything in life are unfair.

Is it about learning consequences or about learning the material?

Retakes encourage learning the material.

Students won't get unlimited retakes anyway. Red herring from lazy MAGA.

It should be about both. Neither system alone addresses both fully. A balanced combination of the two would be the most effective and the most meaningful.

Again, students aren't getting unlimited retakes. It's a manufactured "issue".

My kids can retake every test and quiz - I am not sure about retaking multiple times, but being able to retake everything just seems like too much. This is combined with the fact that anyting above an 80% gets translated into an A ("meets expectations") is just crazy to me.

Why does it seem like “too much”? It’s another opportunity to review and master the material again.

Being able to retake everything removes incentives to study to begin with, and studying is another opportunity to learn. for the retake, the student only has to learn how to do the specific problem on the test that he got wrong originally, not all the things that could have been asked. So doing well on a request does not show the same mastery of the material - if it did, all teachers would give out tests ahead of time.

No, there is a time/effort cost to doing a retake.

Kids will do well the first time if they can.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:"Equitable grading" practices vary based on how the concept is implemented, but the primary stated goal of proponents is to combat "institutional bias" and eliminate racial disparities in grade outcomes through a variety of tactics. Among the least controversial is the removal of grade penalties for late assignments and the ability to retake or redo assignments, often on an unlimited basis.

But proponents of the novel grading practices also advocate the elimination of "zero grades" by using a 50-100 scale. Under that scale, a student cannot receive a grade lower than 50, even if the assignment was never submitted, thereby creating a much higher grade floor and enabling students to achieve passing grades more easily.

Key Points of "Grading for Equity" at APS:

1. no late penalty on homework or any class assignment
2. allow unlimited retakes and redos
3. 50% min. score (even if you did nothing)
4. homework can't count towards grades
5. Final exams weigh heavily (but don't forget point #2 above)
6. attendance can't count towards grades (hey if you think you can pass that final exam, no need to come to class anymore)

Basically, every student will pass their courses, no more fails. achievement gap will be closed.

All based on just a random guy's book, not research based. No data support. Sounds familiar? yes, Joe Feldman is the new Lucy Calkins.

This is absolutely correct. Most shocking is that kids literally have zero consequences for cutting class. Sure their parents might be informed but no impact on class grade at all. So go ahead and cut class all you want, copy the assignments off someone and then retake until you learn the test enough to pass w a decent grade. Kids are smart and already gaming the system.

There are students who come to school at best 10% of the time but still pass the class. No consequence whatsoever.

Wait, non-attendance has zero consequences for your grades? Has anyone told the travel forum?!

Why would attendance ever affect grades?

If kids attend enough that they aren’t truant and they do well on assignments what is the big deal?

If they miss tests and can't retake that would impact grades

But they can take retakes.

Students are allowed to take a test whenever they feel like it. It’s better than McDonald’s drive thru. No consequences whatsoever, because equity.

What exactly is wrong with retakes?

LOL! How many do you think should be allowed? These are kids growing up and thinking cpnsequences for anything in life are unfair.

Is it about learning consequences or about learning the material?

Retakes encourage learning the material.

Students won't get unlimited retakes anyway. Red herring from lazy MAGA.

It should be about both. Neither system alone addresses both fully. A balanced combination of the two would be the most effective and the most meaningful.

Again, students aren't getting unlimited retakes. It's a manufactured "issue".

I'm fine with re-takes of the regular quizzes throughout a unit; but if that is being done properly, there shouldn't be a need to re-take the cumulative exam. Still, I'm open to the possibility of re-taking an exam depending on individual circumstances or, preferably, allowing students to correct the mistakes they made on an exam for partial credit. I'm mainly open to that under the theory that everything will be re-tested in an end-of-year final exam and therefore they will be furthering their mastery and understanding of the material. BUT, the final exam should be the final exam. Period. I think it's fair for students to be evaluated according to how well they mastered the material over the course of the year, having had plenty of opportunities to re-take and improve along the way.

I’m fine with retakes/test corrections all of the way through because learning the material is the first priority.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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Anonymous wrote:I have two Maryland high school women graduates working for me. Both are functionally illiterate.

Both women are smart but they went to poor school districts in one of the poorest counties in Maryland.

I asked the one who is a supervisor to write a recommendation letter for another employee. The letter was embarrassing.

Both women will never move beyond low end jobs due to being illiterate. It is sad because both women are smart. They were poorly served by the school district.

A high school degree should mean that you can write a proper sentence and be able to do basic math.

Wow, that is damning (I believe you). I do think there is one other part that will determine the outcome: attitude. You can work hard to bring yourself up to scratch or even excel at any age, but I’m worried that the new policy really emphasizes no consequences for bad attitudes, with no rewards for good attitudes and work ethics. And also promotes that everyone should feel entitled to unlimited re-do’s and no accountability… believing that their subpar performances are great.

More manufactured “concern”.

It encourages learning the material. It encourages more kid to try and improve.

And it encourages others to NOT study and prepare the first time. It also deflates the spirit and motivation of students who don't need all the re-takes and second chances because they did their work and studied but are now getting the same grades as students who didn't put in the effort along the way. SOME students may be encouraged more because they know they'll have a second chance if they don't do well the first time. But let's not deny or dismiss the notion that other students may be negatively influenced.

No, it doesn’t. Retakes are time consuming and reduce total points possible.

Fake news.

Your "fake news" is my reality. So please stop it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"Equitable grading" practices vary based on how the concept is implemented, but the primary stated goal of proponents is to combat "institutional bias" and eliminate racial disparities in grade outcomes through a variety of tactics. Among the least controversial is the removal of grade penalties for late assignments and the ability to retake or redo assignments, often on an unlimited basis.

But proponents of the novel grading practices also advocate the elimination of "zero grades" by using a 50-100 scale. Under that scale, a student cannot receive a grade lower than 50, even if the assignment was never submitted, thereby creating a much higher grade floor and enabling students to achieve passing grades more easily.

Key Points of "Grading for Equity" at APS:

1. no late penalty on homework or any class assignment
2. allow unlimited retakes and redos
3. 50% min. score (even if you did nothing)
4. homework can't count towards grades
5. Final exams weigh heavily (but don't forget point #2 above)
6. attendance can't count towards grades (hey if you think you can pass that final exam, no need to come to class anymore)

Basically, every student will pass their courses, no more fails. achievement gap will be closed.

All based on just a random guy's book, not research based. No data support. Sounds familiar? yes, Joe Feldman is the new Lucy Calkins.

This is absolutely correct. Most shocking is that kids literally have zero consequences for cutting class. Sure their parents might be informed but no impact on class grade at all. So go ahead and cut class all you want, copy the assignments off someone and then retake until you learn the test enough to pass w a decent grade. Kids are smart and already gaming the system.

There are students who come to school at best 10% of the time but still pass the class. No consequence whatsoever.

Wait, non-attendance has zero consequences for your grades? Has anyone told the travel forum?!

Why would attendance ever affect grades?

If kids attend enough that they aren’t truant and they do well on assignments what is the big deal?

If they miss tests and can't retake that would impact grades

But they can take retakes.

Students are allowed to take a test whenever they feel like it. It’s better than McDonald’s drive thru. No consequences whatsoever, because equity.

What exactly is wrong with retakes?

LOL! How many do you think should be allowed? These are kids growing up and thinking cpnsequences for anything in life are unfair.

Is it about learning consequences or about learning the material?

Retakes encourage learning the material.

Students won't get unlimited retakes anyway. Red herring from lazy MAGA.

It should be about both. Neither system alone addresses both fully. A balanced combination of the two would be the most effective and the most meaningful.

Again, students aren't getting unlimited retakes. It's a manufactured "issue".

I'm fine with re-takes of the regular quizzes throughout a unit; but if that is being done properly, there shouldn't be a need to re-take the cumulative exam. Still, I'm open to the possibility of re-taking an exam depending on individual circumstances or, preferably, allowing students to correct the mistakes they made on an exam for partial credit. I'm mainly open to that under the theory that everything will be re-tested in an end-of-year final exam and therefore they will be furthering their mastery and understanding of the material. BUT, the final exam should be the final exam. Period. I think it's fair for students to be evaluated according to how well they mastered the material over the course of the year, having had plenty of opportunities to re-take and improve along the way.

I’m fine with retakes/test corrections all of the way through because learning the material is the first priority.

See this is where people are missing the bigger picture. Learning the material is just as important as learning time management/organizational/stress management skills. As the teachers pointed out in that letter.

I know some teachers are bad, but by and large I think they very much care about the success of kids. They mostly try to be fair and they shouldn’t be forced to run things this way.

[Anonymous]

I’d be fine with retakes if the test were different every time. Then the student would still be on the hook for the curriculum rather than performing sanctioned cheating.

In our school, the tests don’t change.