Teachers can learn a lot from asking students to reflect and self-assess against the standards and we do the students and ourselves a disservice by not making it an expectation. Perhaps writing a reflection like this isn’t appropriate for every class, maybe a video or voice recording would be better.
The trouble with these extreme emotional reactions to grades is that students’ knowledge of a subject is tied to their experience of the grade.
“Having specific, real-time data doesn’t seem possible in the status quo, but it is possible, and that data is transformative. “ Constance Borro, CEO of Mastery Portfolio Constance Borro, CEO of Mastery Portfolio, sat down with R.E.A.L Discussion to talk about Mastery Portoflio’s beginning, its strengths, and our ultimate goal of revolutionizing grading and assessment practices […]
Change the conversation about grading to one about learning. When a student asks, “what did I get?” redirect him/her to “what did you learn?” The language we use around learning matters, so we must be intentional when students want to talk about progress. Try to avoid speaking in terms of numbers and letters and focus […]
Starr Sackstein, COO of Mastery Portfolio, and Jennifer Gonzalez from Cult of Pedagogy talk about redesigning grading and assessment in the classroom. Are you receiving pushback from educators or families regarding your use of standards-based grading? Are you focused on improving student self-assessment in your classroom? Starr Sackstein shared her experiences during her conversations on […]
At Mastery Portfolio, we partner with schools that are ready for an assessment paradigm shift. Our focus is grading and assessment practices that motivate students to be active participants in their journey toward learning growth and mastery. Below is an exerpt from Rev 1’s article, Mastery Portfolio Takes the Guesswork Out of Standards-Based Grading written […]
Enthusiastically Written and Shared By Jessica Claasse, educator at BEIS Mastery portfolio was introduced to me on the verge of a grading meltdown. I am not sure if that is even a thing. But let’s call it what it is- Grading sucks. If I have to turn the seconds of sleep that I have lost […]
Teachers can facilitate deep reflection and self-assessment even as young as in Kindergarten.
Making changes in education is not an easy thing. Most folks are fully willing to continue to participate in the status quo, occasionally questioning something that doesn’t feel quite right but also doesn’t feel wrong enough to actually try something different.
Since learning is so nuanced, so too should be the means in which we assess it. Let’s offer students the opportunity to be seen as whole
people who can demonstrate different skills and knowledge in a plethora of ways over a period of time.