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Redefining Grades as Feedback, Not a Finish Line

Author:
Alycia Donati Amplify

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Charlene Linkous Ellicott Mills Middle School, Howard County, MD

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Chris Ryals Howard County (MD) Public Schools

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Stacey Spanier Ellicott Mills Middle School, Howard County, MD

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Volume/Issue:
Volume 117: Issue 6
Page(s):
406–414
DOI:
https://doi.org/10.5951/MTLT.2023.0286
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We redefined grading practices to be more equitable, and it teaches students to value the learning process. Grading on understanding and mastery shows students their potential.

Supplementary Materials

    • Teacher Notes (427 KB)
    • Notes (74 KB)
    • Scoring guide and feedback (28 KB)
    • Assessment Planning (29 KB)
    • Course & Gradebook (41 KB)
    • Sample Gradebook Scenarios (42 KB)
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Mathematics Teacher: Learning and Teaching PK-12
Cover Mathematics Teacher: Learning and Teaching PK-12
Volume 117: Issue 6
Volume: 117 (2024)
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Volume: 116 (2023)
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Volume: 115 (2022)
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Volume: 114 (2021)
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Volume: 113 (2020)
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  • Feldman, J. (2018). Grading for equity: What it is, why it matters, and how it can transform schools and classrooms. Corwin.

  • National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all.

  • Reeves, D. B. (2004). The case against the zero. Phi Delta Kappan, 86(4), 324–325. https://doi.org/10.1177/003172170408600418

Copyright:
© 2024 by National Council of Teachers of Mathematics, Inc.
Page Count:
9
Article Category:
Research Article
Received:
24 Aug 2023
Accepted:
23 Mar 2024
Print Publication Date:
01 Jun 2024
Online Publication Date:
Jun 2024
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