Reassessments: NOT Retakes

Recently, I heard from a teacher who had a negative experience with reassessments (noticing no significant gains in student performance after implementing the system). Sadly, I question not only the procedure used, but also the focus of the class. My story with reassessing  is very different, and quite positive.

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Complete Standards Based Grading (SBG) Systems: Why not in a language course?

You may have read that my new “one grading system to rule them all” essentially has a single standard, Proficiency. This is because I am no longer convinced that students need to practice anything in order to acquire a language. If you believe students need to practice, SBG will work for you, but I don’t buy it, and neither does VanPatten. This concept is so utterly counterintuitive to traditional language teachers, you probably need to spend some time thinking things over before developing your teaching philosophy.

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A New Grading System: The last one you’ll ever need (once you’re ready)

**Updated Expectations Rubric**

This grading system is the result of my experience combining common weighted grading categories (e.g. Homework, Unit Tests, Quizzes, etc.) with Standards Based Grading (SBG), and a Classroom Management (adaptation of Robert Patrick’s D.E.A.). Despite overall positive outcomes, the combination had its drawbacks. Besides, the longer I teach, 1) the less explicit instruction I give, and 2) the more streamlined/simple my practices become. From what I’ve learned from veteran teachers, this is a normal progression for a teacher, but I seem to have skipped about 10 years of trial and error. This new grading system is extremely easy to use as a teacher and extremely clear to understand as a student.

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