Maksimize Learning · Book study
Using Grading to Support Student Learning
Book author(s): Matt Townsley
"Using Grading to Support Student Learning" By Matt Townsley, EdD Thank you for joining us on this journey! This study plan is designed for educators to delve into the principles and practices discussed in "Grading with Integrity." The plan spans the eight chapters, with each chapter dedicated to a specific area of focus. Participants will engage in reading, self-reflection, and application activities to deepen their understanding and prepare for implementation of the concepts presented. The following session outline encourages practical application of the concepts in the text, as well as self-reflection on current practices within the district. Remember to take notes as you read, and reflect on how the information can be applied to your individual district or setting. Participants are encouraged to engage in discussions with peers or colleagues to further enrich their understanding, or engage colleagues in the suggested activities. Please don't hesitate to reach out if I can support you in any way to help you get the most out of this book study experience. I'm excited to collaborate and make this journey both meaningful and enriching for you! MikeMaksimchuk [email protected] (231) 225-5060
How This Book Study Will Work
- Make a Copy of the Reflection Journal Access the provided reflection journal and make a personal copy. Use this document to guide your thinking and responses as you progress through each chapter.
- Share Your Document for Feedback Share your completed reflection journal with me. After each chapter, create a comment and “assign” it to me. This will notify me to review your work and ensure proper documentation for SCECHs.
- Respond to Reflection Questions Thoughtfully answer the reflection prompts for each chapter based on your reading and experiences.
- Complete One Application Activity Per Chapter Choose one application activity from the list that best fits your current role or instructional context. If none are a strong fit, please reach out to collaborate on an alternative activity that meets your needs.
- Provide Artifacts and Reflections For each application activity, include links to relevant artifacts (e.g., documents, images, videos). Additionally, write a brief reflection describing:
- What you did or created
- What you experienced or learned
- How this influenced your thinking or practice
- Any changes you might make in the future based on this experience
- SCECH Scale
- Read Chapter - 30 minutes
- Chapter Reflection - 15 minutes
- Chapter Application Activity - 30 minutes
- Maximum SCECHs Possible: 6
Chapter 1: A Grading and Assessment Model that Supports Student
Learning
Big Idea
Grading systems should accurately communicate student learning and support improvement rather than simply accumulate points.
Reflection Questions
- How does your current grading system communicate student learning to students and families?
- In what ways might point accumulation obscure actual student understanding?
- Reflect on how grades influence student motivation and engagement in your classroom.
Application Activities
- Audit your current gradebook categories and identify which ones represent learning vs compliance.
- Develop a simple model that separates formative practice from summative evaluation.
Chapter 2: Grading and Homework: Moving from Points to Practice
Big Idea
Homework should be treated as practice that supports learning rather than as a graded measure of achievement.
Reflection Questions
- What role does homework currently play in your grading system?
- How might grading homework influence student risk-taking or willingness to practice challenging skills?
- What evidence do you have that homework grades accurately reflect learning?
Application Activities
- Pilot a “practice not points” homework model for one unit.
- Collect student feedback about how homework expectations influence their effort and learning.
Chapter 3: Grading and Formative Assessment: Transitioning from
Points to Preview
Big Idea
Formative assessments should provide insight into learning progress without heavily impacting grades.
Reflection Questions
- Reflect on how formative assessments currently affect student grades in your classroom.
- How might separating formative feedback from grading change student engagement?
- What evidence do formative assessments provide about student learning needs?
Application Activities
- Redesign a formative assessment so it provides feedback without contributing to the final grade.
- Use formative data to adjust instruction in the next lesson.
Chapter 4: Grading and Summative Assessment: Migrating from Points
to Proficiency
Big Idea
Summative assessments should measure proficiency relative to learning standards rather than simply assigning points.
Reflection Questions
- How do your current summative assessments communicate levels of mastery?
- What challenges arise when translating complex learning into a single score or grade?
- How might proficiency scales improve clarity for students and families?
Application Activities
- Create a proficiency scale for a unit standard.
- Analyze student work to determine what proficiency levels look like in practice.
Chapter 5: Standards-Based Grading
Big Idea
Standards-based grading focuses on communicating what students know and can do relative to clearly defined learning standards.
Reflection Questions
- How might standards-based grading improve clarity about student learning?
- What barriers exist in your context to implementing standards-based grading practices?
- How might grading reforms influence student motivation and classroom culture?
Application Activities
- Develop a standards-aligned gradebook category for a unit.
- Communicate the proficiency scale to students and families and gather feedback. 🏁 Copy of Copy of Copy of Copy of Copy of Why Gradi…
Final Reflection and Action Plan
Synthesis
Effective grading practices prioritize clarity, accuracy, and communication about student learning. When grades are aligned with learning goals and supported by meaningful formative feedback, they become a tool for guiding improvement rather than merely ranking performance. Reflection
- What are my three key takeaways from this book study?
- What grading practice would most benefit from revision in my classroom?
- What evidence will show that grading changes are improving learning?