Learning-Oriented Grading and Reporting Practices

Grading poses one of the most significant challenges and responsibilities for teachers, yet many receive little to no formal training in grading methods and have limited knowledge of the effectiveness of various practices (Stiggins, 1993; Brookhart, 2004). Typically, teachers develop their grading policies based on their own experiences as students, employing strategies they believe to be fair and equitable (Guskey & Bailey, 2001). Terms like Standards-Based, Standards-Referenced, and Competency-Based Education are often mentioned in discussions on grading and reporting practices. However, how do these differ from traditional methods? Adopting an evidence-based grading and reporting approach enables schools to:

• support student learning,
• identify students needing intervention,
• pinpoint standards requiring reteaching,
• provide transparent grades.

This session highlights the distinctions between learning-oriented and traditional grading and reporting practices and offers guidance on transitioning to learning-oriented instructional, grading, and reporting methods. 

Join us for this interactive and thought-provoking workshop!

Participants can earn 0.5 graduate-level credit by attending this workshop and completing a brief reflection. Additionally, attendees may receive up to three graduate credit hours for attending and applying the workshop's content to their classroom or school setting.

Presenter:  Jolene Goodheart Peterson, SHESC Salina

Credit: Hours (6), PD Points (6), College Credit (.5)

Lunch is on your own.