Reposted from Starr Sackstein’s Blog:
This past week I’ve been conferring with students about their learning, asking them to assess themselves and equate their level of learning (approaching, proficient or mastery) to a traditional grade (I still have to provide those for the system I teach within).
One sad, but consistent thing I can notice, is that the first default for student is to talk about the amount of work they have completed or haven’t completed and/or when they were able to get the work in. What this tells me is that students have been conditioned to think that grades are about compliance and productivity more than they are about learning.
It is our job to start shifting the focus back to what matters, what students are learning and how they know they are learning it.