Since the advent of online gradebooks, we’ve put the tools in students’ and parents’ hands to regularly view their learning progress. But what happens when those systems work against our grading practices focused on learning, as is often the case?

Grading for learning requires reconsideration of several practices deeply entrenched in tradition, and one of those is the opportunity for students to reassess or redo a learning activity. If we truly believe our goal as educators is for every student to learn, not to sort, rank or exclude anyone from that opportunity, it’s time to recognize why reassessments should be the norm, not the exception. Ken O’Connor and Dr. VaShawn Smith share why this is fundamental for student learning and how to make it work in the everyday classroom.

Traditional grading practices typically incorporate non-learning measures such as behavior and effort into an average. Yet by mixing achievement and behavior, we miscommunicate on both accounts. Students and parents still need information on both, but the critical step is to separate reporting, and Dr. Matt Townsley and NWEA User Experience Designer Chris Thoms will share with us both why this is crucial for equity, and how teachers can put it into action.

To successfully create the conditions where grading for learning practices may thrive, consider first the importance of ensuring student-centered assessment. Hear from experts on how formative assessment is crucial to cultivating a growth-mindset in a safe, respectful classroom environment, and learn how to invite students to be co-pilots in the assessment and feedback cycle rather than passengers.

Let’s begin our journey towards better grading practices! Grades have remained a fundamental component of our education system for over a century. Yet despite shifts across so many other areas of educational practice, grading practices have seen little, if any, change to match the demands of modern pedagogy. The pandemic revealed stark flaws in traditional grading protocols and simultaneously presented a profound opportunity for actual change. What should educators, families, and society in general consider around why change is needed and where to begin?

What happens when reliable data becomes a school’s driving force? At South Carolina’s Great Falls Elementary, it helped the adults align and the students grow—and created a culture of higher expectations for all.

Learn how NWEA can help with everything from addressing unfinished learning to working towards proficiency and achievement goals. See an overview of the tools and services available, as well as what can be covered by federal funding sources.