Anonymous wrote:

Anonymous wrote:These kids are going to be in for a rude awakening when they have a job.

Eh not really, college is easier than high school and jobs are easier than college. Going from 7-8 areas and bosses down to 4-5 down to 1-3 max.

Plus, with most jobs you are given 40 hours a week to do the work. Imagine how much you could get done if you actually spent 40 hours a week doing work in high school or college.

+1, my HSer did an internship at a 3D design company and they bring her back every summer and want to hire her after college graduation. She always is surprised that they love her work, and she is 20! College is her biggest stressor. She has 3 more weeks, prepping for finals. She is looking forward to her “less stressful job” in a cubicle for 8 hours a day designing.

Anonymous wrote:

Anonymous wrote:These kids are going to be in for a rude awakening when they have a job.

Eh not really, college is easier than high school and jobs are easier than college. Going from 7-8 areas and bosses down to 4-5 down to 1-3 max.

Plus, with most jobs you are given 40 hours a week to do the work. Imagine how much you could get done if you actually spent 40 hours a week doing work in high school or college.

That wasn’t my experience at all. My education became increasingly more demanding as I progressed through my degrees. My job now has many specific deadlines that aren’t moveable. I either meet them after producing quality work or I risk being let go.

Grading homework is stupid. I'm grading mom/dad/tutor's work half the time, and online apps' work the other half. The only things that should be graded are assignments completed in class. Essays should be written in class, math work completed within the classroom walls, etc. Anything that is allowed to leave the classroom is no longer an honest assessment of the students' work.

Anonymous wrote:These kids are going to be in for a rude awakening when they have a job.

Eh not really, college is easier than high school and jobs are easier than college. Going from 7-8 areas and bosses down to 4-5 down to 1-3 max.

Plus, with most jobs you are given 40 hours a week to do the work. Imagine how much you could get done if you actually spent 40 hours a week doing work in high school or college.

These kids are going to be in for a rude awakening when they have a job.

Anonymous wrote:

Anonymous wrote:Stewart, who has three children who attend Wakefield High School, says grading homework assignments is vital.

“It gives teachers a sense of what students learned before progressing to the next unit or the next topic,” he said.

Teachers are not using homework to guide their topic pace in the classroom. This is a flat out lie. They have X units to cover and the pace accordingly. If kids' HW shows they need to slowdown the teachers do no such thing. I just left a 9th grade transition night where a biology teacher said, we have 12 units to get through and SOL prep so we do a new unit every 2 weeks and test every 2 weeks. Pretty sure if HW showed the kids were not grasping unit 5, she would not slow down. She has her year set and she has to meet it due to the demands of her higher ups.

And that is that teacher. I will add in a day or two if it’s needed.

I've had 5 kids go through HS and thankfully I'm on the last one. We have experienced 3 different HSs. Most teachers do not alter pace. They provide a syllabus and what is set from the beginning is what they do

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.

My son has 7 classes, 6 of which have graded assignments (the other is band). Two of those 6 manage to grade promptly, within two weeks. The others take longer, sometimes MUCH longer. Why can certain teachers grade in a timely manner and others cannot. This is not a matter of multiple choice vs. essays either. Clearly some teachers are just better at planning and time management. Maybe those are skills you can work on.

You say there are skills I can work on? Can you suggest some, please? Perhaps I can leave fewer comments on essays, or just write a holistic number on the top and be done with it? The nerve you have suggesting that I don’t have skills after 20 years of successful teaching. And no, workloads are NOT equal. The work varies by discipline, class size, a teacher’s schedule, etc. You have no idea beyond the work your child receives back. Perhaps one teacher has more preps, and therefore needs to spend more time planning than another. Perhaps one has children at home and (gasp!) decides to spend the random weekend day with them instead of grading. (Are they allowed to do that? Your post would suggest not, since clearly that would slow their grading down.)

I hope you are more supportive and kind in real life. DCUM really does bring out the worst in people.

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).

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

+100

Anonymous wrote:Stewart, who has three children who attend Wakefield High School, says grading homework assignments is vital.

“It gives teachers a sense of what students learned before progressing to the next unit or the next topic,” he said.

Teachers are not using homework to guide their topic pace in the classroom. This is a flat out lie. They have X units to cover and the pace accordingly. If kids' HW shows they need to slowdown the teachers do no such thing. I just left a 9th grade transition night where a biology teacher said, we have 12 units to get through and SOL prep so we do a new unit every 2 weeks and test every 2 weeks. Pretty sure if HW showed the kids were not grasping unit 5, she would not slow down. She has her year set and she has to meet it due to the demands of her higher ups.

And that is that teacher. I will add in a day or two if it’s needed.

Anonymous wrote:Or maybe those teachers are spending their planning times covering for colleagues. My husband hasn't had more than one planning time each week since November.

And/or use their weekends to focus on themselves and their families, so it takes longer to grade.

Stewart, who has three children who attend Wakefield High School, says grading homework assignments is vital.

“It gives teachers a sense of what students learned before progressing to the next unit or the next topic,” he said.

Teachers are not using homework to guide their topic pace in the classroom. This is a flat out lie. They have X units to cover and the pace accordingly. If kids' HW shows they need to slowdown the teachers do no such thing. I just left a 9th grade transition night where a biology teacher said, we have 12 units to get through and SOL prep so we do a new unit every 2 weeks and test every 2 weeks. Pretty sure if HW showed the kids were not grasping unit 5, she would not slow down. She has her year set and she has to meet it due to the demands of her higher ups.

To achieve these ends, students should be held accountable for completing their work in a timely manner and meeting deadlines that were reasonably established by their teachers. We pride ourselves on providing useful constructive criticism for our students, analyzing and reflecting on major content and skill-based assignments and providing them with exemplary work from their classmates. We do not see how this practice can continue if the “timeliness of the completion” is not considered in the submission and grading process. Of course, practical/pragmatic elements come into play here as well

Let's take this a part:
"reasonably established by their teachers" - rarely is it reasonable and half the time the teachers don't grade on time so . . .

"We pride ourselves on providing useful constructive criticism for our students, analyzing and reflecting on major content and skill-based assignments and providing them with exemplary work from their classmates." Nope! Half the time they give grades with no comment

They need to worry about their timeliness of grading first. Work on that first!

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

No late penalties for homework – because the proposal says it leads to inaccurate grades as it reflects on student’s behavior and not student achievement
I agree with this

No extra credit – as the proposal says extra credit leads to biased grades and penalizes students with fewer resources
This is dumb

Unlimited redoes and retakes on assignments
Should not be unlimited. Should be within the Quarter

No grading for homework as the proposal says mistakes are vital to learning and students are less likely to take risks when they fear they will be graded down for making a mistakes
I sort of agree. Grade for completion, not correction

Or maybe those teachers are spending their planning times covering for colleagues. My husband hasn't had more than one planning time each week since November.

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.

My son has 7 classes, 6 of which have graded assignments (the other is band). Two of those 6 manage to grade promptly, within two weeks. The others take longer, sometimes MUCH longer. Why can certain teachers grade in a timely manner and others cannot. This is not a matter of multiple choice vs. essays either. Clearly some teachers are just better at planning and time management. Maybe those are skills you can work on.