Reflecting on Assessment, Part 3: Communicating Mastery-Based Grading to Students, Families and Educators
by Tyler Rablin | 5.18.22
The reality is, in most of our schools, grades aren’t just a conversation between teachers and our students.
About the Author
Tyler Rablin
Tyler Rablin is an English teacher in Washington. Connect with Tyler on Twitter @Mr_Rablin.
Author Archive:
Reflecting on Assessment, Part 2: Making the Shift to Mastery-Based Grading
by Tyler Rablin | 5.10.22
I find that most of my fellow teachers agree that they want grades to accurately reflect student learning, and the roadblock to rethinking more traditional assessment models often comes down to logistics: What does this mean for my planning? What does this mean for my gradebook? I want to share a bit about how I got started.
Reflecting on Assessment, Part 1: How a Student Changed My Beliefs About Grades
by Tyler Rablin | 4.25.22
During my second year of teaching, I met one of the most brilliant students I’ve ever known. Tiffany was a junior in my intervention class. She read nonstop, and she loved writing and was just fantastic at it. And she was failing my language arts class. Her grade was something like 9%.
