Writing can’t be taught 'in general.' To some degree, in each new context, you learn to write all over again. —Megan Von Bergen growbeyondgrades.org/blog/why-i-wont-tell-you-the-answer

In the culture of hovering, you're really relying on this grading system to do the management for you. And grades should never be about classroom management. @mirplo.bsky.social growbeyondgrades.org/blog/episode-39-plotinsky

The world of ought sometimes beckons to the world of is, and change toward practices that work requires a vision of what that would be. @susandblum.bsky.social growbeyondgrades.org/blog/my-favo...

I love that I am finally comfortable with all my students, even the ones who have been challenging for me, for reasons that may have only to do with me and not with them. @susandblum.bsky.social growbeyondgrades.org/blog/my-favo...

When students and teachers capture learning as it happens—it is no longer an add-on reporting method after a performance task is completed. —Mike Rutherford @learningpulse.bsky.social @gotlearning.bsky.social growbeyondgrades.org/blog/capturi...

I believe that curating evidence of learning over time and partnering with the student in conferencing throughout the learning process are integral to creating a dynamic learning environment. —Mike Rutherford @gotlearning.bsky.social @learningpulse.bsky.social growbeyondgrades.org/blog/capturi...

When students learn to self-assess accurately, it enables them to transfer skills and understanding well beyond the classroom. —Dave Eddy growbeyondgrades.org/blog/science...

Although I found the standards-based grading system far superior to the traditional grading system, students were still focused on scores, not on learning. —Dave Eddy growbeyondgrades.org/blog/science-portfolios-and-conferencing

Moving away from traditional conferences shifts the focus from grades and scores to what students know and can do. @mssackstein.bsky.social growbeyondgrades.org/blog/portfolio-conferences

With regular practice assessing their own progress, students are now better able to articulate that to parents and caregivers. —Bill Velto growbeyondgrades.org/blog/pt-conferences

Shifting to a gradeless environment has helped my students understand and articulate what they are learning and how that relates to their grade. —Bill Velto growbeyondgrades.org/blog/pt-conferences

We're all one drop. But if we all think that our one drop is the best, then we're no where. @ecleininger.bsky.social growbeyondgrades.org/blog/episode-40-right-way-to-ungrade

Addressing the ways in which standards-based grading can become unmanageable is well worth our collective efforts. @achiaravalli.bsky.social growbeyondgrades.org/blog/can-sbg-grade-less?1

While standards-based grading may have enhanced student opportunity for success, it has often done so through increased labor on the part of teachers. @achiaravalli.bsky.social growbeyondgrades.org/blog/can-sbg-grade-less?1

I keep bumping up against a stubborn, inconvenient truth: It has been easier to help people grade less in a traditionally graded system than in a standards-based one. @achiaravalli.bsky.social growbeyondgrades.org/blog/can-sbg-grade-less?1

I need to empower students to be able to build, generate, and create as much as possible. —Mike Rutherford @gotlearning.bsky.social @learningpulse.bsky.social growbeyondgrades.org/blog/episode-41-rutherford

Finding ways to de-center the grade and re-energize student interest in the process—not the product—of their education should be driving us all right now. @martc.bsky.social growbeyondgrades.org/blog/afraid-of-chatgpt

Grades are just letters and numbers. But to not acknowledge everything they are beyond this is irresponsible. —Brooklyn Bongiorni growbeyondgrades.org/blog/for-the...

When a person says ‘excellent’ or ‘way to go,’ they may mean well, but they aren't achieving anything beyond a momentary ego-stroke that later results in a lower low. @mssackstein.bsky.social growbeyondgrades.org/blog/10-tips-on-feedback

With the phrase going gradeless, we hope to express the idea of moving—gradually or rapidly—away from the pernicious influence of grades, and toward more humane and effective methods of assessment and feedback. growbeyondgrades.org/start

I wondered: Wouldn’t my time be best used helping students understand the material by giving them meaningful feedback rather than entering numbers into a computer? @andrewburnett.bsky.social growbeyondgrades.org/blog/no-longer-a-data-entry-clerk

Prior to my gradeless classroom, I was a data entry clerk posing as a teacher. @andrewburnett.bsky.social growbeyondgrades.org/blog/no-longer-a-data-entry-clerk

I just decided then that I was going to be that kind of teacher that students could count on to be an advocate in their corner—believing them, trusting them, and fighting for them. @liznorell.bsky.social growbeyondgrades.org/blog/episode-42-norell

Too often the legacy of White supremacy causes White people to feel shame or defensiveness when the topic of race comes up—or, indeed, any sort of systematic oppression or privilege. @liznorell.bsky.social growbeyondgrades.org/blog/how-identities-impact

Sharing to remind myself to come back to this later.

Examine the language your students used in their writing or speaking—how are they describing themselves? How are they positioning themselves in relationship to others? @karismjones.bsky.social growbeyondgrades.org/blog/humanizing-assessment

The more I learn about culturally responsive pedagogies, the more I’ve realized the importance of more expansive instruction and assessment—which means moving away from standardized rubrics and rigid grading criteria! @karismjones.bsky.social growbeyondgrades.org/blog/humanizing-assessment

How can we reclaim and recenter joy and where do we even start to think about assessing it? @karismjones.bsky.social growbeyondgrades.org/blog/humanizing-assessment

It’s not just that I think of school as a kind of game. It's that I think of school as a terrible game, in which the rules and incentives produce the wrong outcomes. —Barry Fishman growbeyondgrades.org/blog/gameful-learning

I lean heavily into the notion that to ‘win the people,’ we must include them in every stage of instruction, including what occurs before anyone sets foot in a classroom. @mirplo.bsky.social growbeyondgrades.org/blog/what-engagement-means

In order to keep students on the engagement side of the quitting continuum, numbers, letters, and percentages need to be deemphasized or better yet, completely removed. —Vanessa Ellis growbeyondgrades.org/blog/avoidin...

The College Board drains literally billions of dollars from families and school districts across the United States. And its exams function as gatekeepers to marginalized communities that would be much better off without it. @natebowling.com growbeyondgrades.org/blog/dont-need-college-board

The College Board is a testing cartel. @natebowling.com growbeyondgrades.org/blog/dont-need-college-board

My mindset with these assignments is more 'show me what you know or are curious about' rather than 'let’s find what you don’t know.' My students have more ownership and agency in the learning process. @gregpask.bsky.social growbeyondgrades.org/blog/why-no-exams

The overall goal of education should be to develop self-motivated and curiosity-driven learners, and exams simply do not prepare students for a rewarding intellectual life outside the classroom. @gregpask.bsky.social growbeyondgrades.org/blog/why-no-exams

It is insensitive at best, and ignorant at worst, to prioritize my desire to ‘push the envelope’ and be ‘progressive’ over a family’s desire to see their child succeed in a way they can understand. @juliaerin80.bsky.social www.growbeyondgrades.org/blog/2018/03...

If we move away from grades to another system, especially one based on Silicon Valley’s ideology about how we can better rate or sort people, we may well replicate some of the systemic problems we already face with grading. —Benjamin Doxtdator growbeyondgrades.org/blog/2017/11...

We are all on a learning journey to ultimately become better people, and this can involve being uncomfortably honest. I want to create an instructional space in which all of us, if given a choice, would choose to participate in. —Marian Dingle growbeyondgrades.org/blog/2017/11...

When I saw what students could accomplish during genius hour without a single percentage or score given, I knew I could better serve them if I removed scores from the rest of our academic storyline as well. www.growbeyondgrades.org/blog/genius-...

The great thing about genius hour and going gradeless is that it affords the teacher more of an opportunity to work with students individually and find ways to motivate them. www.growbeyondgrades.org/blog/genius-...

How is the wrong question. It's always why. Why are you doing this? We have lost sight of the purpose of assessment. And I think the gradeless movement is helping us to rethink that. @janmcarthur.bsky.social growbeyondgrades.org/blog/episode...

Neither assessment nor learning are neutral or benign practices, and continuing to treat them as such leads to the reproduction of inequalities and symbolic violence. @ameenapayne.bsky.social & @janmcarthur.bsky.social growbeyondgrades.org/blog/care-full-feedback

A care-centered approach to feedback may better enable the complexity, wonderment, relationality, and potential of feedback as a socially-just process that involves the whole person. @ameenapayne.bsky.social & @janmcarthur.bsky.social growbeyondgrades.org/blog/care-full-feedback

The College Board is basically a multi-billion dollar cartel that has introduced itself as a middleman between families and their futures. @natebowling.com growbeyondgrades.org/blog/episode-46-bowling

Taking traditional grading off of the table has revived my teacher soul. —Vanessa Ellis growbeyondgrades.org/blog/episode-44-ellis

Project Day has been so successful that we see it as a springboard to change. We’re focused on finding more ways to get away from siloed classes as we create a more integrated curriculum and student-led learning environment. @carlameyrink.bsky.social growbeyondgrades.org/blog/project-day

There will be failures. And then we just need to think about how we will orient ourselves to those failures. I see them as wonderful learning experiences I can have together with students. —Juuso Nieminen growbeyondgrades.org/blog/episode-45-nieminen

We’ve walked the path of A-F grading for so long that it feels inevitable from the perspective of students, parents, employers, and institutions. — Barry Fishman growbeyondgrades.org/blog/long-unwinding-road

I think part of the reason I am excited about rethinking evaluation and assessment is that I’ve lived a better model. @natebowling.com growbeyondgrades.org/blog/my-forty-page-transcript