#3: Examining grading practices and beliefs - with Dr. Derek Riddle
Education Upgrade with Jake SchulkeShow Notes
Dr. Derek R. Riddle is an Associate Professor of Teacher Education at California State University, Stanislaus and currently the Single Subject Credential Program Coordinator. He received his doctorate degree in Teacher Education from the University of Nevada, Las Vegas (UNLV). Prior to his appointment at CSU, Stanislaus, Dr. Riddle taught middle school and high school English Language Arts in rural settings in Idaho and in urban settings in Las Vegas. He taught every grade level 7-12, teaching a range of classes from remedial to advanced placement classes and dual-credit courses. He also served for a short time as an instructional coach.
At CSU, Stanislaus, Dr. Riddle mainly teaches general methods courses as well as literacy methods courses. His current research interests broadly span teacher education pedagogies and clinical experiences; teacher professional development and teacher leadership; educational policy regarding teacher recruitment and retention; and English Language Education.
Tips from Dr. Riddle, explained during this interview:
Step one: Carefully examine your own beliefs about grading.
Ask yourself exactly what you want your grades to mean.
Seek out research on grading by experts (books, audiobooks, podcasts, literature, etc.).
Thoroughly unpack a “why” for every part of a student’s grade.
When making changes, start small.
Do what makes sense.
If something doesn’t make sense, stop it.
Use grades to report learning (standards, content); not behavior.
Use something other than grades to carefully report about behavior.
Don’t default to things that simply “feel good.”
Don’t apply late penalties to the grade.
Don’t apply zeroes for missing work.
Don’t use the 100-point system (go to the 4-point system, or use the “minimum F” if you are locked into a 100-point system).
Don’t average formative work with summative assessments; leave formative work out of the grade.
Be clear in your learning targets, and practice backwards design.
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WORKS REFERENCED
As an Amazon Associate, I earn from qualifying purchases using the links which follow. Using these links to purchase recommended books is a way to help support this podcast.
Books:
Grading for Equity by Joe Feldman:
Paperback: https://amzn.to/3CmMi2J
Audiobook: https://amzn.to/3J7F9Hl
UNgrading by Susan Blum
Paperback: https://amzn.to/3P5z0zt
Audiobook: https://amzn.to/43yTxkj
The Self-Driven Child by by William Stixrud and Ned Johnson
Paperback: https://amzn.to/42z2nx7
Audiobook: https://amzn.to/3CnmxiY
Podcasts:
Simone Giertz on the Lex Fridman Podcast
YouTube: https://www.youtube.com/watch?v=OgIo36F6Fsg
Spotify: https://open.spotify.com/episode/0eXFzktkNq07QzJwDEaW6D?si=30359a08548c4826
Academic Literature:
Research paper by Brad Olsen and Rebecca Buchanan:
https://doi.org/10.3102/0002831219841349
Chapters
00:00 - Introduction
01:26 - So much information
04:15 - Give yourself some grace
06:58 - What late penalties really teach and assess
09:28 - First step: Evaluate your practices
15:38 - Next step: What to change
18:48 - What actually changes behavior
20:47 - What if they ARE failing?
25:57 - Psychological implications of grades
30:37 - Prospective teachers, screening, recruiting and retention
37:12 - Grades should build trust in public education
46:58 - Why grading and assessment is so important
47:33 - Obvious red flags about your grading
53:08 - A comment for principals
54:36 - A personal story from a father
56:28 - An argument against changing
59:00 - Role of the administrator
1:00:34 - Research shows us the mirror
01:01:12 - Build a culture for your school
01:06:41 - Closing
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