In this episode, we are joined by a special guest from the Vancouver School Board, Jessica Liew, to chat about shifting our grading practices in the classroom. We'll get into all things assessment, focusing on standards-based grading, growth mindsets, and proficiency scales. Get ready to get nerdy about assessment! If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don’t miss out on any new content! And consider supporting the show by buying us a coffee or two! We would love to hear from you – leave a comment on our website OR check out our FLIPGRID! Featured Content **For detailed show notes, please visit our website at https://edugals.com/84** Jessica Liew:Vancouver School BoardSecondary Technology Support TeacherSocial Studies TeacherContact: [email protected] Mentioned:Grading for Equity by Joe FeldmanGrading Smarter, Not Harder by Myron DueckGoing Gradeless, Grades 6-12 by Elise Burns & David FrangiosaTom Schimmer and Katie WhiteKey Takeaways:Focus on the skills, using content as the vehicle to practice (skills matter more than content) - performance vs rehearsalFeedback firstFocus on student learning and growth not grades and pointsOrganizing your gradebook based on skills not tasksWhat are the outcomes of your course? What are the transferrable skills? Avoid the omnibus grade, assessment should only focus on the learning and understandingDitch late marks, bonus marks, zeroes, 100-point scale, participation marksCarrot and stick approaches to grading don't work to support learningIs homework necessary or equitable?If you stop putting marks on everything, students stop asking what their grade isChanging your language around assessment can change student language as wellOrganizing gradebooks by standards helps provide focus on where students need to improveStandards-based grading is not a one size, fits all4 point scale:1 - Beginning (just starting to work with the skill, needs lots of support)2 - Developing (partial understanding, lacks consistency)3 - Applying (proficiency, complete understanding)4 - Extending (work is exemplary, NOT beyond grade level) Support the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show