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分级 & 十大外围app报告 – How 学校s Create a 学习 Culture

by 凯特Gardoqui 

经过三年的学习, 学校访问, 对应, 和访谈, 我们优秀学校伙伴关系很荣幸能分享我们的 分级指南 & 十大外围app报告. This guide highlights the central practices that schools can use to ensure their grading and reporting systems help them build a nurturing, 公平的, 有创意的, 以及学习的动态文化. 

我和同事们在这个项目上花了很多时间, 但我并不总是关心这个话题. 我当了17年的班主任, and during that time I was 热爱 many things: I created writing and reading workshops and sought every opportunity to help my students publish their work; I designed projects that brought my students’ learning into the real world; I found ways to integrate nature into the study of writing and literature; I stayed up late working to connect the classroom experience to each student’s dreams and goals, trying to tap into their interests and help them see their own strengths. 你知道我是什么 热爱? 分级.

你知道我是什么 热爱? 分级.

I saw grading as an irritating necessity that muddied my work with students and pushed me to reduce complex situations to simplistic numerals or letters. The school where I began my career had no systems for making grading consistent; every teacher figured out their own method. 晚些时候, I moved to a不her school that had done some work to create consistency, 但许多教师仍然做他们自己的事情. I did my best and focused my attention on the other aspects of teaching.

The passage of Maine’s proficiency-based diploma law in 2012 forced me to rethink this attitude. 作为诺布尔高中的学习主任, I worked with other school leaders to redesign our approach to grading, endeavoring to create a system that would consistently give students clear information about what skills they had mastered and where they still needed work.

This was a 挑战 because grading has so much power over students’ lives. Any shift or innovation will benefit some students while removing advantages for others. 因为后果是如此严重, and because grading systems have persisted unchanged for approximately a century, 任何试图演变或改变评分的尝试都可能是极具争议的. Many schools that have attempted to do so have learned this the hard way. 在研究Noble的系统两年之后, 我继续与其他学校合作应对类似的挑战, 我看到了各种各样的方法和影响. 在过去的几年里, one central question has fascinated me: How can schools direct their energy toward the grading practices that matter?

当我们谈论评分时,我们实际上是在谈论文化.

I’ve seen schools spend tremendous energy making grading changes that don’t seem to make anything work better for students; I’ve also seen schools transform their culture through shifts in how they approach grading. It was these latter observations, most of all, that changed my own attitude. What I’ve learned, by looking at and visiting so many schools, is that 当我们谈论评分时,我们实际上是在谈论文化. 分级 and reporting systems transmit the learning culture within a school, 有意或无意地.  他们对学生说话的声音比我们说的要大得多. 

It does 不 matter how many posters about growth mindset and grit are on the walls of a school; if the teachers, 通过他们的评分系统, 发送的消息是 一旦失败,就没有回头路了 or I don’t care; it’s your fault, then students will perceive that the talk of growth mindset is hollow. 相反,如果学生们都认为 老师不会给他们及格的分数,除非他们表现出很强的学习能力, 但同时,老师也会推动和支持他们,直到他们能够做到, then students will develop a belief that they can build on their mistakes and keep learning.

同样的, it does 不 matter how a school talks about diversity and equity; if idiosyncratic and uncalibrated grading practices allow some teachers’ grades to be influenced by implicit bias, the students will get the message loud and clear that some are seen as more capable of learning than others.

当新老师来到一所学校并学习评分方法时, it presents a powerful opportunity for the transmission of the school’s culture.

This is why grading and reporting are so important; the culture that a school creates is a tremendous factor in how much students will learn and grow, and grading and reporting play a part in how culture is created within a school. 当新老师来到一所学校并学习评分方法时, it presents a powerful opportunity for the transmission of the school’s culture. (If teachers arrive and learn that they are expected to make up their own policies and practices, 那就是传播一种文化, 太.) 

在伟大的学校伙伴关系, we are privileged to work alongside the faculties of many schools as they endeavor to build vibrant cultures of learning. 在存在这种文化的学校里, the faculty believe they can teach all students to reach high standards and have designed school-wide systems to help students get there. The grading and reporting systems in these schools—whether they are traditional-looking systems, 基于叙述, or 1- 4 systems—play an important role in helping schools create a culture of high expectations and nurturing support. 我们的 分级指南 & 十大外围app报告 describes practices that various schools have utilized to do this work.

All of the schools featured in our 太l are engaged in this complex work, 所有人都会说他们的工作还没有完成. 然而, each of these schools and districts has found some success in the ongoing struggle to build a culture of learning.

学校s that succeed—even imperfectly—in creating this culture are among the greatest wonders of the world. Their grading and reporting systems are just one element of the intricate, 支撑动态系统, 养成, 鼓励, 挑战, 他们为学生们创造了丰富的生活. 

准备开始了? 看看我们 分级指南 & 十大外围app报告.