Liked 4. Schrödinger’s undead cat (steve-wheeler.co.uk)

So what are you going to do about it? Lock the child up in a box? Or in other words, regularly test them to the point they begin to hate and fear school because of all the stress it causes them? Testing is a bit like uprooting a plant every other week to check on how much it has grown. The quantum indeterminacy of education is that you can either regularly test children, or you can stand back and let them grow. We need to think outside the box. Assessment can be done without stress, because there are many alternatives to testing – and there’s more than one way to skin a cat.

Replied to My Kid’s Bedroom is Proof that Feedback > Grading. (THE TEMPERED RADICAL)

Regular Radical Readers know that the joy of my life is my ten year old daughter, Reece.  She’s something else, that’s for sure. But check out her bedroom this morning: If you were to g…

Bill, your discussion of the classroom is a great way of encapsulating grades and the importance of feedback. It has me wondering about intrinsic and extrinsic motivations and where that all fits within the discussion.
Liked Connecting assessment goals to our education practices – a historical perspective by dave dave

Grading is good at ‘encouraging people’ to do complicated tasks that are often represented by memorization, obedience and linear thinking. If those are our actual goals. If our goals are complex and include things like creativity… we’re looking to support intrinsic motivation. Grades don’t support intrinsic motivation.

Replied to When will the ‘grade addiction’ end? Probs never. (Bianca Hewes)

This experience reminded me that our young people learn this addiction to grades from us, the adults. They don’t desire a mark or a grade for the mud pie they make and proudly display when they are 3. They don’t want to be given a piece of paper with an A on it when they learn to ride a bike. We make this unnatural framework for their learning, and often all it does is create anxiety, perfectionism, conflict, competition and, worst of all, not great learners.

I have always loved your use of ‘Medals and Missions‘ to support students in becoming more self-determined learners. It also reminds me of a post from Bernard Bull arguing that letter grades are the enemy of authentic and humane learning.
Bookmarked Traditional grading: The great demotivator (Robert Talbert, Ph.D. )

So what do we do about this? For me, the course of action is clear: We need to walk away from traditional grading — in which I include not only multi-interval letter grades but also grades based on statistical point accumulation. We’ve seen enough. Grades are harmful to students’ well-being; they do not provide accurate information for employers, academic programs, or even students themselves; and they steer student motivations precisely where we in higher education do not want those motivations to go. There is no coherent argument you can make any more that traditional grading is the best approach, in terms of what’s best for students, to evaluating student work. If we value our students, we’ll start being creative and courageous in replacing traditional grading with something better.

Robert Talbert, Ph.D. discusses grading within university.
Bookmarked Dear Report Cards, You Suck. – BlogMoore 2018 (blogmoore2018.com)

The grade game is a big thing. Throughout the year every teacher and student will play it. This year we changed the game, and we changed our classroom. I was able to get feedback all the time. I was able to use technology. I learned to self-assess. I had time to revise and check my work which made my writing better. Because I showed evidence of growth and learning, I became a B student.

Year 6 student, Lynton, reflects on the problems with report cards and the power of technology to transform learning. This is interesting reading, especially in light of the work being done by ACER around growth and the new Gonski review, which is pushing for a focus on growth.