Pathways to Proficiency by Gobble Troy;Onuscheck Mark;Reibel Anthony R.;Twadell Eric;

Author:Gobble, Troy;Onuscheck, Mark;Reibel, Anthony R.;Twadell, Eric;
Language: eng
Format: epub
Publisher: Solution Tree
Published: 2017-08-15T00:00:00+00:00

Figure 2.6: Behavior report.

As we wrap up this chapter, we see how our team recognizes the number of shifts that take place when working with an evidence-based grading model. As any team incubates over a new idea in education, it is important that it challenges the idea and makes it its own—in a way that is best for students and implements the valuable changes necessary for better teaching and learning practices to take hold.

Key Points

Review the following key points from this chapter to ensure that you grasp the content. At this point, the team is exiting the incubation phase and begins to have a number of developing insights about making a change toward evidence-based grading. The team is connecting its own best practices around teaching and learning with the ideals of a more equitable and informative grading model centered on evidence of learning and skill growth.

• Setting clear time periods for evidence collection is critical to successful evidence-based grading.

• Student thinking is as important as student outcomes on assessments.

• The gradebook must align to how students are being taught and how they learn.

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