I was never quite certain if my students actually took the time to read or if they understood my comments. I didn't know if they had questions or concerns. Assessing in isolation seems empty.

The maxim “If you can’t measure it, you can’t manage it” sums up the continued belief in the necessity and power of accountability. A lack of accountability is seen as a sure path to lawlessness...

Many teachers are implementing genius hour, defined as time given during the school day where students can learn about their interests and pursue projects they are passionate about. It's an inherently student-centered and messy undertaking to be sure, but many teachers testify to its power to unleash student passion, creativity, and concern for the community.

Does going gradeless automatically guarantee an equitable classroom? Could gradelessness produce inequitable outcomes?

If you're wondering about benefits or pitfalls of extra credit, consider these situations and reflection questions. Feel free to add your own in the comments below.

It’s not about grades. It’s about learning. We need to take grades out of the equation. Forcing students to jump through our hoops doesn’t cut it. We need to meet them where they are. Grades, schmades.

Eliminating toxic grading practices, going gradeless, even providing effective feedback—none of this says much about what we plan to plant. And if we think this isn’t contested ground, we’re kidding ourselves.

Wherever you fall on the love-hate continuum of grammar, we can all probably find common ground in at least one belief: writing loses power without the strong, intentional use of grammar.

My procrastination gave me the gift of a new perspective. It helped remind me to question the status quo, to fight against things that aren’t in the best interest of my students and myself, and to not be afraid to take the road less traveled.

When my primary tool was a grade book, I focused on grades. Versatile tools like Google Keep enable teachers to create, organize, collaborate, and share, which better facilitate a gradeless, student-centered approach.

Going gradeless does not mean we have to abandon quantitative data. But the way we collect and display data to improve instruction does not have to be the same way we display and communicate data with students and their families.

More and more I’ve been asking myself: just what is “the game” in schools? Who are its winners and losers? And how does it affect our students, especially the most vulnerable and marginalized?