When Nathan and I wrote Making Grades Matter, we envisioned it not only being useful for individual teachers or school leaders but also for teams of educators. The end of (nearly) every chapter includes “Assessment Tools for your Journey.” With the help of these tools, departments, leadership teams and entire schools can use the self-reported […]
One of my educational leadership mentors once told me that “leaders are readers.” That is, if educators desire to model the same lifelong learning disposition we desire to help our students become, our learning as adults should never end! While there are a growing number of educational blogs, Twitter chats, and podcasts available today to
By Matt Townsley & Chad Lang A quick scan of news headlines about districts taking a step back from their grading changes suggests parents and/or community members often have reservations or an incomplete understanding of the changes happening inside the district (see examples from the media here and here). We have firsthand experience with grading
One of the things we know about leading second order change — such as when a school transitions to standards-based grading practices — is that it often involves an implementation dip (see McRel’s Balanced Leadership research). For example, we should anticipate that students will initially question the value of completing homework if there is no
By Matt Townsley & Ken O’Connor In his April 3rd column entitled “Educators in growing debate scold me for defending grading of homework,” Washington Post education columnist Jay Mathews asserts that homework deadlines help prepare students for life. Mr. Mathews is writing to express his disagreement with Arlington Public Schools’ recent move toward removing penalties
How can teachers communicate mastery of learning standards to their students? On a recent Khan Academy Ed Talk, I joined Dr. Kristen Dicerbo to discuss how to create meaningful student grades.
In 2021, I published four new articles related to grading. The references and abstracts/summaries are below, and when possible, a link to the full article is also provided. Griffin, R., & Townsley, M. (2021). Points, points and more points: Grade inflation and deflation when homework and employability scores are incorporated. Journal of School Administration Research and
The following is a list of what I believe are the top five articles from 2021 (in alphabetical order by lead author’s last name) related to standards-based grading.
Teachers and school leaders frequently express a disconnect in the purpose and importance of teacher evaluation, particularly as it relates to educator growth. At the same time, some schools are beginning to communicate student growth through a standards-based grading philosophy. One way schools might “walk the talk” of their grading reform efforts designed to communicate