Education professor Paul Thomas shares why grades, tests, and rubrics detract significantly from effective teaching and actually create the problems many teachers seem to be inordinately worried about.

Students need teachers to be supportive coaches, sending the message that “you’ve got this” when they run into difficulty. Sarah Beck explains why dialogic writing assessment is uniquely suited to our present challenges.

Ben Rein of the Mastery Transcript Consortium explains how the Mastery Transcript has helped a growing network of schools break the endless focus on grades, instead centering students’ unique strengths, stories, and interests.

Grades have never been good for communicating learning, but teachers who forgo them should make sure they aren’t leaving students, parents, and other caring adults in the dark. Arthur Chiaravalli shares his own approach to going gradeless.

Authentic participation is the gateway to student-led learning and engagement. Through participation, students gain confidence in their abilities, discover new ideas and skills, and eventually take responsibility for their own learning.

Teacher educator, Karis Jones, explains how teachers can use digital spaces to encourage liberatory approaches to language in classroom discourse practices.

Today, here, alone in my classroom, empty of kids, my anxiety creeps into the void.

In special education, we strive to recognize and address disabling contexts. COVID-19 and the sudden onset of remote learning means much of the traditional approach to schooling has now become disabling for many students.

Do students learn more when the feedback is immediate? Math teacher, Andrew Burnett, shares the results of his research and how it has impacted learning in the classroom.

Assigning grades to students during remote learning is inaccurate at best and inequitable at worst. What can we do to create meaningful feedback experiences for kids?

Receiving a grade and comment does little to move the learning forward. David Rockower shows us how we can drop the letter grade and instead facilitate feedback and student reflection.

The arts seem to have problem solving, collaboration, and creativity written into their very DNA. But can we bring this approach to the other content areas?