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[quote=Anonymous][quote=Anonymous][quote=Anonymous]These are Feldman's points from "Grading for Equity" Please tell me how Madison is different.

The 0-100 scale should be abandoned, and the letter grades A-F should correspond instead to a 0-4 scale.

Cumulative marking period grades should only include the most recent grade, in cases when a student shows improvement over time, and earlier test scores shouldn’t be averaged with later ones.

Homework, classwork, participation and effort should all be excluded from a course grade.

No more zeros and the death of deadlines

Test “retakes should be available whenever a students wants to improve their performance.” Earlier, lesser scores should not factor into the grade at all. [/quote]

Who TF is Feldman? Some random guy who took concepts from an existing educational concept and slapped a trendy term on it.

SGB predates Feldman and is not related to "equity". 
2010
https://files.eric.ed.gov/fulltext/ED509404.pdf
2012
http://www.alfiekohn.org/article/schooling-beyond-measure/
2015
https://www.nea.org/nea-today/all-news-articles/are-letter-grades-failing-our-students
2016
https://files.eric.ed.gov/fulltext/ED590391.pdf

Sorry to disappoint the "anti-equity" people. 
[/quote]

In fact, you can go all of the way back to Bush's NCLB for the origin story. From the first link:

[i]"Developing a Statewide, Standards-Based Student Report Card: A Review of the Kentucky Initiative
Thomas R. Guskey, Gerry Swan, and Lee Ann Jung University of Kentucky
Nearly all states and Canadian provinces today have established specific standards for student learning. Developed by educational leaders and subject area experts, these standards describe what students are expected to learn and be able to do as a result of their experiences in school. [b]Largely as a result of the No Child Left Behind legislation (2001), all states today also have developed large-scale accountably assessment programs to measure students’ levels of proficiency based on those standards.[/b] Comparisons of the results from state assessments with those from the National Assessment of Educational Progress show that the rigor of these state standards and assessments varies widely between states (Ho, 2007). Despite this variation, however, all students within a state are expected to meet the same standards.
Accompanying their assessment programs, nearly all states have developed common school report cards, based on state standards, for disseminating information to the public about school quality (Deslandes, Rivard, Joyal, Trudeau, & Laurencelle, 2009; Dingerson, 2001). Yet in every state, schools have been left on their own to develop standards-based student report cards to communicate information about the achievement and performance of individual students to parents, guardians, and others.
[b]The paper describes a major initiative in the Commonwealth of Kentucky to develop a common, statewide, standards-based student report card for reporting the learning progress of individual students at all grade levels (K-12)[/b]. Although the use of common, provincial standards-based report cards has been popular in Canadian schools for many years, especially in the province of Ontario (see: http://www.edu.gov.on.ca/eng/document/forms/report/1998/report98.html), Kentucky is the first state to attempt such a statewide initiative.

Paper presented at the annual meeting of the
American Educational Research Association, Denver, CO
[b]May 2010[/b]"[/i]

[/quote]

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