@edutooters @ungrading
An interesting article out in the LA times prompted by parents' concerns about the opacity of grades and their disconnect from learning.
@randy this goes to the point you raised about parental/caretaker involvement and voice in #Ungrading, and importantly we don't often hear their voice in grading or grading policies. I don't think enough attention is raised around the issues parents have with grades and grading, and the harms associated with the nature of grades themselves, as well as their opacity. The pandemic and grading changes related to it were often counter to supporting student learning and well being.
@ZingerLearns @edutooters @ungrading this article also points to a major assumption in the reporter's findings: that the tests actually correctly assess student knowledge.
@randy @edutooters @ungrading
I actually made that point with her, but it did not make it to the final article, I asked the question... "What do we want students to look like or be like upon graduation? What values and skills should they reflect?" And noted that standardized tests (especially when we look at ELA and math only) are very narrow measures that have privileged some, and marginalized others, especially students with disabilities and multilingual learners. To your first point, there is a lot of chasing of grades and standardized tests in a circular way linked to getting into college, which also begs the question of what does college ready mean, beyond test savvy.
@ZingerLearns @edutooters @ungrading we keep circling the same topics: test scores are low, what are you (teacher) doing to raise the scores.
My kid's grades are low, what are you (teacher) doing to make sure they do well?
My kid is missing X assignments in the grade book, what "extra credit" can you (teacher) offer them to make it up?
Or worse, parents are completely uninvolved (possibly uninterested) in their student's grades and/or test scores.