Instructional Playbook

Best Practices in Grading: Self Reflection

Place an x in the first column next to the Best Practices you currently have in place.

I set reasonable deadlines for tasks and communicate with students and with parent/guardians. I prompt students to turn in missing or late work.

I have structures in place for students to make up work.

Students receive natural consequences for late work like playing catch-up or poor performance on an assessment instead of reducing their grade. I allow students multiple opportunities to demonstrate proficiency by retaking assessments. I have an established retake process, that includes an opportunity for students to reflect on their mistakes, learn from feedback, and possibly join a reteaching session. Practice work that is assigned is directly aligned to content standards, and students are expected to complete it individually.

Timely and specific feedback is provided to students on all practice work.

Practice work isn’t graded, as it is designed to support learning and skill development, not to evaluate proficiency.

Reflection and Planning A grading practice that I have in place that aligns to the Best Practices Framework is . . .

A grading practice that I might need to consider changing to align better with the Best Practices Framework is . . .