Cannot wait to co-present with Thomas Guskey Jeffrey K. Smith Brent Duckor & other amazing colleagues and talk about teacher attitudes and biases in assessment and feedback. See you next Saturday!

I hope you will join us next Saturday at the American Educational Research Association Meeting in Philadelphia, PA, for our presentation on 'The Teacher Side of Assessment: Exploring Biases, Beliefs, and Attitudes.'

Guskey articulates so clearly WHY grading practices need to change. Assessment for Learning Assessment360 #gradingreform

So great to chat with Thomas Guskey this morning and record a new episode for Teacher Takeaway Podcast

Stay tuned for this one coming soon!

'Percentage grading systems that attempt to identify 100 distinct levels of performance distort the precision, objectivity, and reliability of grades. They also create unsolvable methodological and logistical problems for teachers.' Great article by Thomas Guskey

Thomas Guskey emphasizes the importance of using multiple measures to assess student learning, not just relying on tests and quizzes.

This new podcast might prove helpful to those engaged in grading reforms:
authoritypodcast.net/episodes/engag…

Jo-ann Larkins Have a listen to this episode with Thomas Guskey by Robert Bosley podcasts.apple.com/ca/podcast/the…

Thanks, Amy!

Jack Silva Interesting read, but I’m more compelled by Thomas Guskey’s research on changing teacher beliefs. It fits well with what we see in the literacy space: teachers become believers because they see the performance shifts in their classrooms.

Grading is more than just assigning a score. It's about providing feedback that helps students grow and learn. Thanks to Thomas Guskey for reminding us of this important fact. #grading #feedback #education

BASD is leading the way with clear, fair, and more accurate grading and reporting for students using a Multiple Grades Reporting approach. Jack Silva Dr. Maureen Leeson

An effective feedback system is like a 3-legged stool: 1) clear criteria aligned with learning goals, 2) rubric with clearly delineated performance levels, 3) illustrative examples for the different levels. The examples bring rubrics to life by concretizing the abstract criteria.

There is nothing inherently wrong with single-point rubrics. Our two key points: 1) SPRs are not rubrics; they simply list criteria. 2) A more detailed, descriptive rubric is superior – both as an evaluation tool and a vehicle for providing specific feedback to guide improvement.

Thanks, Jon!

'BASD has chosen a research-based approach toward making positive improvements to conventional grading and reporting systems—using all the effectiveness criteria necessary and outlined in this article.' -Dr. Laura Link Laura Link Thomas Guskey

the74million.org/article/why-is…

“Single-point” rubrics have become popular in schools but may be leading teachers astray, write Jay McTighe, Susan Brookhart, & Thomas Guskey.

ascd.org/el/articles/th…

Thanks, Anne-Marie!

An important report that, hopefully, will lead to more successful grading reform efforts!
the74million.org/article/why-is…