Thanks everyone, great #sunchat!

Yes! #sunchat #edusky #grading

Interesting! Only have 20yrs in HS but after a handful of districts + prof conferences, it seems that typically one’s initial avoidance of a 50 floor speaks to the T’s own biases/focus on penalties vs learning. Took me years, still growing away from my own biases re: content vs mastery. #sunchat

For some- too many!- HS Ss esp in req’d classes they simply refuse to perform/show you their actual mastery. No amount of “shoulder partner” or “individual chats” unlocks them. But I can have more success when it isn’t too late %wise for redemption/growth.
ps- here’s my #sunchat shoulder partner!

You sound exactly like me 10yrs ago when I was completely “they get what they get…” but then was challenged to consider how easy it is for a S to become impossibly far behind due to one or two zeroes… so… if a S “wakes up” for you and shows mastery later, but still fails, is that accurate grading?

This is great, thanks for sharing!

My “wonder” is… shouldn’t we all allow multiple/unlimited attempts on all formatives/in-class work AS the prep for mastery on summatives… set a 50 floor for missing summatives, and have reflections/alt assess used for Ss who you know can show mastery?

#sunchat

Sorry: #sunchat

Precisely re: weird LOL! My Q in response to this is, how can we know we are accurately assessing a student’s mastery of standards?

With AI/online ways to cheat it has pushed me to go back to paper/pencil or “live”, i.e. in-the-moment assessments literally showing mastery in person.

Good morning! The “big” twin issues are 1)no patience/value placed in learning through practice/experience and 2)the worsening plague of lack of academic motivation, often manifesting in learned helplessness/giving up. Really tough to address and widespread based on other T experiences.

#sunchat

D’awwww what a good doggy, mine woke us up super early for their breakfast, no concept of Sundays!

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