csarkonak.bsky.social
Physics teacher (former math teacher). CERN HST2019, E+2022, MAMT Murray McPherson Award 2022, CAP Physics Teacher Award 2022, Perimeter Institute Regional Coordinator for Manitoba, PASCO Champion, #Ungrading. Personal acnt - opinions expressed are my own.
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Let me know if you want to connect sometime, I’m always happy for good conversation and to share stories! I very much believe in engaging kids in those because they’ve been a huge part of my life as an adult too!
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Our provincial curr docs have recommended portfolios, grading less, and not averaging for decades. It still took a lot to go against the “normal” and move away from grades. So happy I did! Ss are more engaged and I think life is happier for them and me! My work-life balance is better too! #sunchat
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We still have to provide mid & final grades, but I have control in my classroom. No assessments have grades, only feedback. Ss build portfolios, we co-construct portfolio criteria, & conference to determine grades. The portfolio focuses on growth & gives them freedom to make mistakes #sunchat
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I find that Ss that want to succeed the most are terrified of making even a single mistake and avoid taking risks that lead to deep learning. Since getting rid of grades, nearly all Ss thrive, they take risks and support each other. It’s opened the door for a collaborative community #sunchat
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Carefully consider the purpose of your assessment. Are you assessing ability to memorize content, make meaning of content, or the skills to solve problems? Do Ss need details & direction in the assessment or can you give Ss choice to watch them thrive? Don’t do things just bc that’s how others do it
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A1… Ss come to see that a classroom focus on learning from mistakes, taking risks, collaboration, and learning from experiments (rather than just confirming what they’ve been told) is an environment for learning science, but a focus on grades can easily undermine all those things #UngradingChat
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Many divisions/provinces require a single grade, reporting on multiple aspects of a S is not an option. Percentages are enforced for us, which makes things much worse too. The majority of Ss are hurt by these grading practices, only very few are motivated and often not in healthy ways #sunchat
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Getting consistency among Ts on these things is next to impossible, our school and division has tried. Focus on “points” and Ss will believe that’s what you value and will look at how to get the most points, not what to learn. Keep events-based assessments and it becomes a game to exploit #sunchat
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Once Ss see the benefits of diff approaches and experience the poss for themselves, they become advocates with parents and Ts. Doing PDs, I’ve found it wild how much Ts often want to change, but just aren’t sure how to start. I just hope my experiences and beliefs help bring change #UngradingChat
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I started with gamification too! Lee Sheldon’s book won me over! Loved it and wish I’d stuck with it, but I had the academically strongest Ss complaining the loudest and it was early in my career and I didn’t have the resilience I needed so I packed it in early :(
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Absolutely! I long suspected, maybe afraid to look deeper until it stared me in the face, that percentage grades are completely meaningless. I’ve since involved Ss in the definition of what those percentages represent and it feels like they finally have some meaning, but I’d like to be rid of grades
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The case against grades is sound & research-based, particularly the stress & anxiety caused by reporting to always-on grading portals. If schools still decide they have to use these tools, educators & leaders should make an intentional effort to diminish the negative impacts of grading & reporting!
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"transaction" makes me think we've used the comparison to "a job" too much
The reward of good grades has been likened to getting paid at work for so long we're just used to it
But most ppl (not just Ts) do a job not for the money, so Ss should be encouraged to learn not for a grade #UngradingChat
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A2. Things didn’t finally come together until portfolios and conferencing with a focus on skills in the classroom. Bringing Ss into the process and giving them choice and agency was key to making it work. Teaching Ss to self-assess and advocate for themselves gives what they need #UngradingChat
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A2. Did SBG multiple times, latest was following Liljedahl, most went only marginally better than traditional. It never brought the focus to learning and problem solving as long as content remained the focus. Did gamification, I didn’t give it enough of a chance. Skills-based was good #UngradingChat
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Both? No grading = no need for a philosophy? #ungradingchat (do we need to hashtag every response? I have no clue, lol)
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Absolutely!! I discovered the “assess what you value” in Liljedahl’s BTC. I always thought I was just assessing how I was supposed to, I needed help to open my eyes. Now, it’s the skills that last a lifetime and make Ss healthier and happier learners that I value, not the content or assessment event
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One of the best choices I made was to move to a gradeless model. Much of my inspiration came from some ELA teacher colleagues
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Would love to be added!