In just a few hours #TG2Chat. Join us. teachersgoinggradeless.com/calendar/aug-2…

RT Introductions: What is your name, location, role in education, and one person to take on your gradeless journey? #tg2chat

RT Introductions: My name is Dave Eddy and I am from Buffalo Grove Illinois. I teach high school science and I am the student activities coordinator at our school. The person I would take on my gradeless journey is my colleague who teaches the same science class as me. #tg2chat

RT Q1: Do you feel that the shift to gradeless has made you more accountable to your students? If so, how? #tg2chat

A1: Going gradeless has made me more accountable to students. Before, I only told them right and wrong and gave an average grade. A C+ is meaningless, but now I take the time to provide personalized feedback on where they are at in their understanding for that moment. #tg2chat

RT Q2: How do you address individual student accountability when students work in groups? #tg2chat

A2:Feedback does not have to be given in written format. During group work, I ask each student individual questions and provide specific feedback about where they are in their understanding. I then leave students with something to work on to boost their understanding. #tg2chat

RT Q3: For teachers who have to produce grades, how can you reduce the subjectivity of the final grade? #tg2chat

A3: At regular time intervals, I have conferences with students during class. I ask them to rank their understanding 1 to 5 about a particular skill or concept and ask them why. They provide evidence of their ranking and there are no surprises by the end of the term. #tg2chat

RT Q4: How can gradeless teachers be accountable to students while colleagues operate in a traditionally graded classroom? #tg2chat

A4: We use common formative assessments between teachers in the same course. Although others give traditional grades, I still grade the learning standards with feedback only. We are still assessing students over common content, the feedback is the only difference. #tg2chat

RT Q5: How do you collect and analyze data so you can communicate improvements in student learning? #tg2chat

A5: Instead of using hard numbers and average scores, colleagues communicate with one another on common challenges students face. Traditional and gradeless teachers can recognize patterns and trends in their classes and work together on instructional improvement. #tg2chat

I appreciate the conversations addressing accountability and operating in a gradeless classroom. #tg2chat

"When the pandemic started, we heard from our administrators and state education officials to do no harm with our grading. Do no harm. What does that suggest about the way we graded before the pandemic?" Patti Forster, NBCT & 2021 KCTOY #tg2chat ctt.ec/wbFfd+

This is a great read to consider the (negative) impact our traditional grading practices have had on our learners.

A1: Though it is important for teachers to communicate learning, it is more important for learners to articulate their own learning. The learning belongs to the learner. Therefore, it is essential for them to know what they have learned. #TG2Chat

3 Key Areas to Reflect on This Summer edutopia.org/article/3-key-…

Some colleges mull the idea of 'Ungrading' for freshman students kqed.org/mindshift/5995…

Give Scott Backovich an hour with your student leaders and tables are upended and paper hats are on making their school a better place.