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

  1. Hernesto Meza says:

    I have really thought about how growth mindset is incorporated into my grading practices since last week when i showed my students a video on growth mindset. I think it was a tough realization that I saw that some of my grading practices were stifling students and that they were not allowing students to really grow even implementing a different grading system. I think that the grading system that I currently use does not completely describe how students can demonstrate growth and more importantly how to receive a higher grade. However, though I do provide feedback on their papers, my job would be made easier if I provided students with a rubric that delineates exactly what they should do to receive a high score.

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  2. D. Gonzalez says:

    I feel I hold high expectations for my students because I know they are capable of learning given the proper tools, which may or may not always work for everyone. I allow them to use their notes on quizzes we grade together in order for them to obtain immediate feedback. However, come test time, they are no longer allowed to used notes, which really lets me know whether they are learning. I do think I could work on providing them further feedback on other tasks such as homework and assessments in order for them to obtain a better understanding of why they received such scores.

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  3. Mich says:

    I feel as if some of the time my grading practices support a growth mindset. For each essay my students write, I try to give some specific feedback to the student about at least 2-3 things they can improve. Sometimes, a great deal of improvement is needed, so I find it less overwhelming to students to focus on one thing. I think is aligned with growth mindset ideals. However, I still use grading practices such as a point system and percentages which probably lends itself more to the fixed mindset. For one thing, my students are very focused on the grade they get in class. I’m not so sure they’re even aware sometimes why they get the grade they get. I’m not sure they are always concerned about that at all. They are mostly focused on whether they got the grade or not.

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  4. Mark Linley says:

    As a kindergarten teacher I see students who arrive in my classroom with different levels of reading ability. For example, I have two students this year who entered my class reading at a first grade level. If the grades I give reflect performance only, then these students would certainly receive 4s in reading – even without any classroom instruction. If however students are graded according to their growth over time, then its possible that a student such as one of these might only receive 3s, or maybe 2s even, if growth had not occurred. A student who entered my class not knowing the ABCs but who learned them in the first two months of school would certainly receive 4s – despite the fact that such a child cannot read as well as the other two. Grading on growth instead of performance may very well encourage striving, and in turn this grading practice may encourage a change in student mindsets.

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  5. Harmony4681 says:

    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.
    Wow! I didn’t know that teaching students about how the brain works would be so powerful. After viewing the video, I learned that middle school did better in math when taught growth mindset skills such as perseverance, embracing challenges, and provide and learn from feedback, showed improvements in their grades. I plan to provide feedback to my students to help them identify specifically what they need to improve on. Teach my students about how the brain works when they are challenged and how it is strengthened by grappling in those challenges.
    Overall, growth mindset is a way to promote perseverance, intelligence is developed, and the belief that hard work and effort leads to success.

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  6. Mor says:

    I need to spend time explaining to my students when they take a test the reasons why they got a question wrong. Not only focusing on the questions they got right. They need to understand and learn the different strategies they can use to pass their test.

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  7. Harmony072004 says:

    My currently grading system does not take into account growth mindset. I need to make sure that when students take a test, I focus on the mistakes they make not only on the number they got right or wrong. They need to understand why and where they made a mistake in order to correct it the next time they see a similar problem/question. I can probably share a couple of examples with errors on them (without students’ names, of course) and ask them to work in groups to think about the mistakes and how the problem should have been solved. I hope to learn more ways to incorporate growth mindsets in my grading system.

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  8. Harmony mhc says:

    My current grading practice may inhibit the development of a growth mindset in my students. I currently do not allow my students to retake any tests. I plan on changing this to take into consideration student progress and growth.

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  9. I think I am somewhere in the middle. I hold high expectations for my students and allow them to retest after reteaching a particular skill. The point is to make sure they are growing as learners. I progress monitor to ensure this is happening. I encourage my students to do their best and never give up. I give them opportunities to do better. However, I feel I need to improve on feedback that shows how to improve that is consist with rubrics.

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  10. Harmony14 says:

    My grading practices, I must admit, have not supported the development of a growth mindset. I had been using a 100 point grading scale on assignments and then using percentages to convert that scale to a 4 point system. In retrospect, it was a rather unfair practice that I employed. I would often preach and promote a growth mindset but that doctrine was not reflected in my grading practices. As I reflect, I think perhaps continuously providing multiple opportunities for students to demonstrate growth and proficiency in any and all areas may perhaps better promote a growth mindset in them. I am interested in learning new approaches to better support the development of growth mindset in my students.

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  11. Harmony Figueroa says:

    JJohnson I also like giving students more time to be proficient in what I am teaching. I agree that pre-tests and post-tests are important to measure learning. I also agree that asking open-ended questions are important as well. I try to make my learning environment as fun, engaging and hands- on as possible, since students all learn in different ways. Thank you for sharing your ideas.

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  12. msmartinez says:

    I currently use a 4-1 grading scale based on rubrics that allow students, as well as parents to see what is expected and how students can best demonstrate their learning. After having watched the video on how students that have a growth mindset do better in school, I look forward to learning strategies that can help my students change from a fixed mindset to a growth mindset.

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  13. Ron says:

    In the past, I have relied on points and earning points, now I focus more on completing the work and demonstrating the ability and skills they have developing throughout the course. I explain how as long as they can demonstrate proficiency or Mastery of the the skills, They will pass the course and be ready for the next year.

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  14. Harmony123 says:

    Our grading system does not reflect a growth mindset practice. I agree with Rachael that I would like to implement a portfolio and interactive notebook assessment system. I feel that portfolios are an authentic way of assessing students that reflects accurately what they have learned. I would also like to implement retaking quizzes and test as long as it doesn’t involve testing day and night. I would like to give a lesson on the brain and how we learn to my students so that they understand that becoming smarter requires hard work and never giving up. Mindset practices requires the students taking ownership of their learning and having the teacher praising improvements

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  15. armando sanchez says:

    I try not to give my kids letter grades. I do correct their papers and allow them to look at their results and let them determine what they did wrong. They are allowed to talk to others about their test to get a different perspective of what could be corrected. Unfortunately, some simply compare answers rather than compare strategies and/or steps. However, they do have a tendency to ask “What is my grade?” Due to time, there is no time to allow them to retake the test, but my students know that all I ask of them is to try their best. With that said, my students know they are allowed to make mistakes, as many as possible, but they are also expected to learn from their mistakes. So I’m in the infancy of a growth mindset stage and hoping to develop it more and implement it better.

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  16. Catherine says:

    My current grading practices does not particularly promote the growth mindset of students. Do grades promote the growth mindset of students? We are in flux now with a new report card being implemented and there are many questions about how students will be graded. I am trying new things to meet report card criteria, but I have more questions than answers.

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  17. Rachel says:

    I believe in portfolio assessments and interactive notebook. With portfolio assessments, student are able to retake tests and quizzes and reflect on the expectations of what needs to be learned to meet proficiency. The interactive notebook is a tool for students to use to help them on tests, quizzes and assignments. Interactive notebooks allow students to learn the skill of reference and support to get to the next level. For example, in Unit 1, students would write down their most common mistakes. When taking another assessment, students can reference the notebook as a reminder to note make the same mistakes. I can maybe change my growth mindset by not averaging grades. Even though I have a portfolio assessment, I average grades because I think is summarizes their work ethic. But this idea/ pracitce is not something I should continue because it is not the growth mindset.

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  18. Mr. Salinas says:

    I have always used a point system to determine students grades but I have also include several other opportunities for students to make up any missing assignments for example, a film review, museum trips and revise a paper or exam in class. Now that I have gone through the training, I will make steps in changing my point system to a grading rubric because it will encourage students to not give up. Having one on one meetings with students and show how close they are in passing will motivate students to keep working hard.

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  19. Lin says:

    Our current grading policy does not support growth mindset because the way we request students complete all of the assignments in order to achieve high scores. If they miss a couple of assignments for whatever reasons, they would make to the top because of the averaging all the graded assignments, even though they will would not miss the last couple of assignments, which is not fair or accurate for us to assess the students’ mastery of the contents or skills.

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  20. Katheryne Martinez says:

    At the beginning of my career I would give lots of vocabulary quizzes where students had to pick the right answer. Now, I allow my students to use the same vocabulary words within the class topic / context in order for them to prove that they know what they word means and they know how to use it. I give them feedback on how they did, have a conversation with them on the material that they need to change and give them another opportunity to retake the quiz.

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  21. Veronica Lopez says:

    I currently do not allow for retakes of assignments but want to change this to allow students to retake assignments therefore encouraging them to learn from their mistakes.

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  22. Helen Cook says:

    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?

    My current grading practices support the development of a growth mindset in students to a certain degree. I’m intentional about implementing grading policies for students to be encouraged in following up on the progressive, working towards the learning steps prior to the assessment for grades. Modeling such grading policies of differentiated learning steps and graded assessments should support the development of mindset and academic aptitude among the students, because their strategic learning steps will help them understand that without averaging the grades, the teacher still works on reviewing the progressive developments at the end of the total grades.

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  23. Caridad Tam says:

    I do help students develop their growth mind set by letting them redo their error and I will grade their paper with a better grade with positive comments. I always reflect on my grading scale that covers all the capabilities of my students. Students are used to 100 point scale but I started using the 4 point scale this year. 4 point scale is just one factor to invite students to push them improve their habit of working in class. I still believe that learning should be introduce from childhood therefore it is the parent responsibility to build and start proper education for their children and the rest will follow.

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  24. Elena Macias says:

    At the beginning of the school year the first article my students read about is about growth mindset, and it teaches them how the brain is malleable. We then discuss how their mindsets can foster or hinder their academic success. Throughout the year I reference back to the power of their mindset when they are beginning to shut down because they are stuck on a writing assignment. In terms of grading, I allow students to resubmit final essays after they reflect on the feedback provided. A four-point scale rubric is provided ahead of time so that they know what skills they will need to work on in order to produce a high quality assignment. At the introduction of a new assignment I model think-aloud writing process, in order for them to witness that sometimes I struggle too. This relaxes them when they are experiencing their own struggles when writing.

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  25. Lorena says:

    I really have high level of expectations for all of my students, therefore I allow them to re-take any exam.I agree that students should be encouraged to challenge themselves and go beyond their comfort zone to take more risks. Students will view the meaning of learning differently and open their minds more widely.

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  26. Nancy Gonzalez says:

    In my class, I give students multiple opportunities to revise and edit their assignments. I like to foster a positive learning environment and a growth mindset with students. Students are given 4,3,2,1 rubrics and graphic organizers before starting an assignment in order to show students what mastery looks like. Students are also given feedback aligned with the rubric in order to improve their writing assignments.

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  27. J Johnson says:

    When I am teaching I give students more time to be proficient in what we are learning. Give my students pretest, posttest may even retest students to give a chance to measure to Master what they are learning than just thinking about completion of a task. I am asking more open ended question to get my students thinking out side the box the learning environment has to feel like fun not work.

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  28. Julia Bugyik says:

    I really have been reflecting a lot on my grading practices with this course- currently I dont think my grading reflects a growth mindset as best as it can. I do implement some suggested practices but can definitely make some more changes

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  29. Mr. L says:

    I certainly don’t believe that current training for teachers and the pedagogy used in classrooms I have observed develop a growth mindset. Restructuring the goals for a class towards focusing on intentional learning seems a minimum requirement for developing a growth mindset. Changing the labels of achievement, away from A,B,C to mastery of material and not yet sufficient might be one way to encourage a growth mindset.

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  30. Frank Aguilar says:

    I am full agreement with what FT Sandra shares, about switching the grading scale to 1-4 is one thing, another thing is to change the way we question our students. It may take some time but we must be willing to head in that direction.

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  31. Bronda Everett says:

    I have made several adjustments to my grading policy and practices as a result of learning so much in the Mastery of Learning workshop. My grading policy moving forward will use a 4 point scale with rubric with a menu of learning options for taking in new information, studying the information and demonstrating mastery of the information.

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  32. Lynn Marie Mierzejewski says:

    How might your grading policies be changed in order to better support the development of a growth mindset in students?

    My grading policies can be changed in order to better support the development of a growth mindset in students by giving pre-tests and post-tests; retesting students after intervention; and comparing the proficiency of a student at the beginning or middle of a lesson (baseline) and to how proficient they are after given practice and/or more time to become familiar with the subject content area skill at-hand. I think that it is important to look at a student’s grades and think to yourself as an educator, “How can I connect with this student better regarding this subject content area skill?” or “In what way can I re-teach this subject content area skill to this student to help him/her better grasp or master the material at-hand?” It is important to take into consideration when giving a student a grade the amount of growth that they exhibited or the amount of knowledge that they acquired within a certain period of time.

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  33. Lupe Jimenez says:

    Q: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?

    I always used the 100-point grading scale but I never saw it as inhibiting mindset. It was an indicator of how many assignments a student was completing and how quizzes he/she was passing or failing. Reflecting on it now, it was not an authentic indicator of their skills or knowledge. There were projects in which students needed to communicate content knowledge and had multiple opportunities to make corrections from teacher or group input. Those were assignments where students would earn a large amount of points since it had to go into my rollbook. I am interested in learning about a new grading technique that would be a more authentic measure of a students progress through mastering of their OWN learning!

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  34. Adriana Gomez says:

    Every day in class, we correct the 7-10 problems that we did with a red pen (we grade our own papers). These problems are worth 3 points if it is right or 3 points if it is wrong — all as long as it’s completed. I think that something that I’m doing to hinder progress towards a growth mindset in some of my students is to ask all the students that got a perfect score (during the practice round — imagine that!) to celebrate with a unanimous cry of “yay!” This celebrates innate abilities more than I’d like to admit. It also discourages failure.

    Perhaps adding more task analysis to my assignments or by giving my students a clear beginning and a clear end without a set way to solve problems, I’m going to encourage different ways to try and I’m going to encourage my students to learn through failure. It’s time for both parties in the classroom to redefine intelligence.

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  35. FT. Sandra says:

    This year, I still use the 1-4 grading scale. I have turn the numbers into stars and I often tell my students that they need to look at the rubric and try to get 4 stars. However, when is time to put this grades in a report card, I always find myself looking for the right grade. How about a 2.5 or a 3.5? Sometimes what I have to do is just round numbers. Through this workshops, I am now more curious to learn about how to develop and implement a growth mindset in my classroom. I also need to begin to switch the way I think and the way I question my students. It will take time, but this would be a good beginning point.

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