In the classroom, I had a difficult time assigning grades to student work. Several "team time" conversations amounted to a general consensus that grading is hard work--not the process of grading, but actually figuring out what makes a difference between an 8/10, 9/10, 90/100, or 400/500. Really, what is a "grade" other than an arbitrary number we teachers, the all-knowing keepers of grading secrets ("You--A, You--B"), assign to a task.
I am reblogging this in connection to today's ASCD article by Mark Barnes.
