What Should “Count” With Standards Based Grading? - A Math Mentoring Moment

In this episode, we speak with Guillaume Paré, a high school math teacher from Quebec City, Quebec. Guillaume has transformed his assessment and evaluation practices over the years to move away from overemphasizing grades and focusing more of the attention on growth. 

Guillaume is struggling with how to determine what should impact and influence both the feedback and grade for a specific standard when an error or misconception is not directly related to the learning goal of focus.

Listen in as we help Guillaume weed through what really matters in his assessment and evaluation process by breaking things down and building it back up again.

This is another Math Mentoring Moment Episode where we speak with a member of the math moment maker community where together we brainstorm strategies and next steps for teachers to overcome pebbles they have in their shoe. 

You’ll Learn: 

• How evaluation practices can affect student perceptions of mathematics regardless of how “high” the grade might be;
• Why feedback is more helpful (and less hurtful) than assigning grades on student work;
• How much impact or influence mistakes should have on a final grade when using standards based grading (SBG);
• What areas of mathematics should we assess that are NOT standards in my course?

Resources: 

• Assessment For Growth [Course] - Module One is Free

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