I would wager that grading is probably the very least favorite element of teachers’ jobs. (I would also guess this is quickly followed by complaining parents and senseless, top-down mandates.)
We’ve all had the fantasy of the perfect teaching job that would exist if only we weren’t bogged down in numbers and rubrics and gradebooks. And on Monday, I posted a final installment of a year-long series reflecting on my attempt to do just that — to quit grading.
It’s summer (or just about!) Time to start thinking about next year! I’ve walked you through my story this year, but I thought it might be helpful if I synthesized some of what I’ve learned as a list of recommendations for you as you begin considering new ways to approach grading in your classroom. Continue reading