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.

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