Going Gradeless Requires Both Addition and Subtraction — Grow Beyond Grades Although most gradeless teachers engage in “subtraction,” removing traditional grading from our classrooms, we also need “addition” in the form of new infrastructure that connects our individual effor...

If you never get started on building infrastructure, the change you desire will never happen. And infrastructure building is a collective enterprise, not an individual one. —BarryFishman #GBGEdu #growbeyondgrades growbeyondgrades.org/blog/addition-and-subtraction

The Joy of Assessment Through Gradeless Practices — Grow Beyond Grades 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.

Letting go of grades helped me enjoy the assessment process for the first time in my career. My only regret is it took me twenty-two years to jump in. — David Rockower #GBGEdu #growbeyondgrades growbeyondgrades.org/blog/rockower

Immediate Feedback — Grow Beyond Grades 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.

I believe that to promote learning, students deserve the quickest feedback possible on their assessments and the feedback needs to be meaningful and easy for the student to understand. — Andrew Burnett #GBGEdu #growbeyondgrades growbeyondgrades.org/blog/immedia...

Mario Maker and Going Gradeless in Math — Grow Beyond Grades 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 re...

Grades demotivated my students, convincing many that they did not have mathematical ability. Likewise, my higher-ability students were reluctant to engage in further learning once they achieved the grade they needed. — Jared Hamilton #GBGEdu #growbeyondgrades
growbeyondgrades.org/blog/mario-m...

Using Digital Spaces to Promote Linguistic Justice — Grow Beyond Grades Teacher educator, Karis Jones, explains how teachers can use digital spaces to encourage liberatory approaches to language in classroom discourse practices.

Which discourses “win out” and why? What are consequences of this for our linguistically diverse students? @karismjones.bsky.social #GBGEdu #growbeyondgrades
growbeyondgrades.org/blog/digital...

Centering Student Strengths w/Dr. Kelsie Reed — Grow Beyond Grades Dr. Reed provides practical tools and resources to cultivate positive, strength-focused environments for all students. Her work centers on dismantling deficit-based narratives, particularly for studen...

Being strength-based is not about ignoring challenges. It's simply seeing students for more than those challenges. —Dr. Kelsie Reed #GBGEdu #growbeyondgrades
growbeyondgrades.org/blog/dr-kels...

Grades Tarnish Teaching as Well as Learning — Grow Beyond Grades 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.

I see transparency as a conversation in a learning community and an evolving, not static, state of any course bound by the limits of the academic calendar. @plthomasedd.bsky.social #GBGEdu #growbeyondgrades growbeyondgrades.org/blog/grades-...

Labor-based Grading Contracts and the Opportunity for Failure — Grow Beyond Grades Writers understand that writing requires revision, tinkering, and mistakes. Lots and lots of it. Most student writers, however, don’t welcome failure and mistakes so easily. Why?

There was a contradiction between what I said I valued and what my assessment methods valued. My grading policy conflicted with an important message I was trying to send to my students about failure. — Anthony Lince #GBGEdu #growbeyondgrades
growbeyondgrades.org/blog/opportu...