Step 6 B: Reflection on Mindsets and Your Grading

After watching the video, reflect in the comment section below about how your current grading practices either support or inhibit the development of a growth mindset in students. How might your grading policies be changed in order to better support the development of a growth mindset in students? Read a sampling of comments from your colleagues to help you start to think about new approaches to grading.

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924 thoughts on “Step 6 B: Reflection on Mindsets and Your Grading

  1. Shane Riddle says:

    My current grading practices are more aligned with a growth mindset, but there’s still room for improvement. I do not penalize for late work, and allow students to retake an assessment after specific practice assignments have been completed. I would like to move towards a system of assessment only grading.

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  2. Paytsar Sasunyan says:

    I have been teaching about growth and fixed mindsets to my students but not about how brain cells and their role in getting smarter. Also, my grading scale (100-point scoring and averaging) seems to focus more on performance goals rather than learning goals. I, clearly, need to rethink what my grades measure (performance vs learning) and, I also need to invest early on in teaching about the maleability of the brain. In order for us to see drastic improvement, though, I think that the shift needs to be consistent and more uniform throughout the student’s classes.

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  3. Amparo Martin says:

    I support the development of mindset. also know people who feel as though every problem can be solved by learning something new. They aim to solve problems by learning new things, developing a better understanding, etc. This is a growth mindset which means the mind is always being asked to develop, evolve, and grow.

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  4. Nicole Niederdeppe says:

    I have not been in the classroom for a while, however, as a classroom teacher I tried to foster a growth mindset. I allowed students to redo work that was not passing. I had flexible deadlines to account for students’ varied learning times (and procrastination, and schedules, etc.) I stopped grading homework for anything but “table points” that earned students classroom rewards but did not count in their academic grade. I did still utilize the 100 point scale and sometimes gave 0s for missing work, but also tried different methods of handling missing work (50s instead of 0). I could have worked on not averaging grades across the semester, thusly weighing those first attempts at mastery as much as the later ones.

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  5. N Strickland says:

    To keep my students accountable to learning, and to convey the message that they can take their time to learn and improve, I allow my students to turn in late work and to make-up work based on feedback. This was what Wormeli advocated in a conference I attended over the summer.

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