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.


1,185 thoughts on “Step 6 B: Reflection on Mindsets and Your Grading

  1. Andrea Smith says:

    I hope that my grading practices support a growth mindset in my students. To help promote deliberate practice and self-coaching I will stand as a model of what deliberate thinking is. I will hand out rubrics so that the students can validate their own work. They can see what components are needed in each assignment to receive an A,B, or C. Then they can determine their level of practice. I will reiterate the importance of practice and I will hope that their work and dedication promotes fulfillment of a higher dream and mastery in their life.


  2. laurenvaron says:

    Last year I used a curriculum to teach students about growth mindset. The posters that we created as class which included different phrases to shift their thinking stayed up in my classroom all year. I saw a difference in how my students approached difficult tasks. But, I still need to change how my grading reflects growth mindset. Right now I am trying to figure out how I would implement parallel assessments in my classroom. This would give my students another opportunity to show mastery on a concept that that hadn’t performed well the first time. Knowing that they will have an opportunity to retake a test will teach students that it is worthwhile to continue to practice and grow in order to do better next time.


  3. Loyda Ramos says:

    I definitely want to implement giving my students multiple opportunities on a standard they have not yet mastered. One way to also encourage and change my grading practice is to begin to assign incomplete for assignments rather than zeros. In this way I will be communicating to my students that there is an opportunity to turn in an assignment rather than close that door. Another practice I want to shift to is to give my students a clear rubric that is friendly enough for them to understand. Giving them a rubric will be a great way for them to know what is expected of them as well as what my grading is based on.


  4. San Fernando High - Mettlen says:

    I think as a teacher my grading system can be a bit more fair in that a 0 isn’t assigned in my classes but an I for incomplete, thus allowing for students to continue to work on something until they get it. This would help to develop a growth mindset in my students because their grade wouldn’t be about what they got right, but rather about what they learned, no matter how long it takes.


  5. S Duran says:

    Before learning about Mastery Learning and Grading, I am aware of the discrepancies of using the percent scale we have been using to grade students’ performance in the classroom. Instead, we should focus on giving students many opportunities to master one standard at a time. Instead of using percents, rubrics can be used to show the level of expertise a student has attained in that particular standard. Thus, promoting growth mind-set beliefs that foster a positive attitude towards facing challenges and setbacks.


  6. I have to be honest. I never really thought about the grade as conveying to the student a growth or fixed mind set. I can see how my percentage grade do discourage students. I also base my grades off of what happens in the classroom but that is a judgement grade that kind of comes out of nowhere to the kids when there grade book grade has been f or d and all of the sudden they get a C so I guess deep down I know my grading practices are not truly where I want them but wasn’t sure how to change it since everyone I work with and know grades the same way I do.


  7. Irineo Yanez says:

    My current grading system mostly encourages growth mindset in students. Each unit includes pre-assessment/pre-teaching, initial instruction, formative assessment, corrective instruction and some enrichment activities. The areas that I need to grow in are second parallel formative assessments and more enrichment/extension activities. I don’t always encourage students to re-take tests, I often leave it up to them. I am going to implement the idea of requiring students to re-take assessments when needed. I would also like to develop more enrichment activities to allow for students who are gifted/talented or just getting.



    In reading most people’s comments, I see that we all sort of all under a general umbrella. I believe that using the Mastery Grading model, students can not only get further understanding of the standards but also show growth of their knowledge and be able to build upon their prior knowledge. Using the data from Pre-Assessments, Tier 1 intervention, Corrective Instruction, and Second Assessments, benefits both the teacher and the student. I feel that my current grading practices reflect the model somewhat but I need to be a bit more clear on how it works for me and how to explain it to the students so they aren’t just looking at percentages.


  9. M. Seestedt 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.

    Reflecting on my grading practices throughout my teaching career I have made many changes. In the beginning when I did report cards I was confused on how to grade reading, math, and all the subjects for that matter. So I like most would use the traditional grading system percentage. However, I noticed it seemed unfair to not pass a student if they didn’t read at their grade level according to Dibels or timed 1- minute fluency. I had students that performed above grade level at fluency while others did better at reading comprehension. What helped me to determine students grades was if students were struggling in a particular area I would pull a small group and if that student showed that they were able to read and comprehend what they were reading I would give them a passing grade.

    Now that I have been taking classes that have introduced growth mindset, I see that I can impact how my students learn. From this, I need to implement strategies that will foster a growth mindset in my students. My words and actions will greatly influence whether or not my students can approach learning with a growth mindset.


  10. Brenda Casanova says:

    Since it is my first year as a teacher, I am still trying to think of the grading practices I want to use in my classroom that will best support the development of a growth mindset for my students. I think that using a mastery based grading system lets students know that they are all working towards mastering a particular skill or concept instead of making them feel as if they missed the only shot that was given to them. Encouraging students to redo or urn in corrected assignments lets them know that you care about their success and that you care that they learn the material. I really liked that the video talked about telling our students how malleable the brain is and how we are able to mold it based on our daily practices. I think this will encourage students to think about their daily habits and practices more intentionally because they know that they have the capacity to reach their full potential.


  11. ISELA DE LA TORRE says:

    I think my current grading practices for the most part inhibits the development of a growth mindset. I like to think that in some areas my grading practices support the development of a growth mindset in my students. I say this in reference to my group of struggling readers who I see regularly to work on foundation reading skills. I think with them, and in this specific area, I do support a growth mindset because we sit and conference about where they’re at in their reading, and I coach them and guide them, and we also practice together. We set goals and when I see them again we review their progress and plan for next steps. The reality is that I do this most often with my struggling students because I feel they have the greatest need. I would like to do this in more subject areas and with more of my students. I think time is always a factor in being able to provide that necessary and critical support to students. There isn’t enough time in the day to meet all their academic needs in the way that I would like to. I think that by teaching them as a whole group that they can impact their learning by having a growth mindset, I will see a difference. I will be more consistent about conferencing with all my students to review their progress. I will also have them maintain a data binder where they can track their progress, set goals, and keep notes that show they are making growth and advancing. I will develop a system where I can meet with them at least once a week


  12. Rick G says:

    While this video adds support to the importance of developing a mind growth mindset, by giving students first hand info on the positive benefits to the brain, I would expect that students would increase self confidence in their ability to master previously difficult subjects, I was surprised how modest the gains were in GPA and assessments.


  13. Sonya Kinsey says:

    In reflecting on my grading practices, I believe that my current grading practices provide both,
    growth mindset and a fixed mindset. Unfortunately, I have used percentages and zeros for missing assignments with some of my grading practices. I have also used 1-4 grading system. I am looking forward to using the mastery grading system to lead all of my students into acquiring a growth mindset. I will use standards mastery grading. I will also have students complete and turn in missed assignments. There will also be do redos available to acquire mastery. My students will acquire the growth mindset and have the “deliberate practice” in areas of need, in order to acquire mastery.


  14. Sophia Kang 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.

    I will change my grading policy this coming school year by focusing first on the summative assessments and basing my students’ grades on the rubrics matriculated with the standards. I will create categories in Schoology based on mastery 1-4 and give more opportunities for my students to practice their muscle memory through re-takes… under the condition that they show proof of having spent more time correcting and reflecting on the areas where they need to improve. I also would like to direct students to focus on improving little at a time, that change does not happen overnight. I would need to reflect on some skills that I would need to emphasize my students to teach deliberate practice.


  15. Noe Solares says:

    I think in one way or another, successful teachers provide opportunities for students to develop a growth mindset. The Mastery Learning and Grading approach can help us change our grading practices so that it encourages a growth mindset by allowing students to focus on mastering the standards to improve their grades. My current grading practice is a mixed bag that promotes both growth mindset but in some ways, it also promotes a fixed mindset and I need to change that.


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