How one Ill. teacher prioritizes learning, growth in grading

The new grading policy in Kimber Larson's sixth-grade class prioritizes what students know, rather than how hard or how little they worked, writes Larson, a teacher in northern Illinois. In this commentary, Larson writes about her grading model, in which students do not receive lesser grades for late work, and zeroes and extra-credit points are forbidden. She also only grades end-of-unit assessments, saying that rule gives students the freedom to learn from mistakes made on practice work.

View Full Article in:

Education Week Teacher (premium article access compliments of EdWeek.org)

Published in Brief:

SmartBrief Job Listings for Education

Job Title Company Location
Director of Professional Services
Engaging Schools, Inc.
Cambridge, MA
Principal at Emerson Academy of Dayton
National Heritage Academies
Dayton, OH
Program Officer, Teacher Development
Knowles Science Teaching Foundation
Moorestown, NJ
Executive Director
Capitol Region Education Council (CREC)
Hartford, CT
Senior ELL Technical Assistance and Curriculum Specialist (8270)
American Institute for Researcher
Chicago, IL