This article explores three teachers’ experiences introducing a new assessment approach in an existing school-wide, grading framework. Teachers explore how they were able to manipulate the school framework in a way that allowed (and required) students to revise and rewrite until they had achieved mastery on key writing assignments.
Walsh-Moorman, Beth A.; Ours, Katie; Deaton, Aubrey; and McGinty-O'Hara, Maura
"Grading for Growth: Introducing New Assessment Approaches in Traditional Grading Models,"
Language Arts Journal of Michigan:
2, Article 4.
Available at: https://doi.org/10.9707/2168-149X.2200