In 2019 I interviewed 28 Ontario secondary school educators who are moving away from marks. They all grounded their assessment practices in clear communication of learning expectations in the form of task lists, curriculum expectations, or overarching learning goals. They communicated achievement of these expectations through the use of hidden mark, traditional four-point rubrics, single-point … Continue reading 12 Gradeless Models
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My “Gradeless” Bookshelf

I've been hearing many requests for my list of books that inspired my research. Here are some of the books I've been sharing with my teaching colleagues, to support them in their shift in assessment: Rethinking Letter Grades Caren Cameron and Kathleen Gregory (2014) This concise (64 pages!) book bridges assessment FOR learning to assessment … Continue reading My “Gradeless” Bookshelf