#3: Examining grading practices and beliefs - with Dr. Derek Riddle cover art

#3: Examining grading practices and beliefs - with Dr. Derek Riddle

#3: Examining grading practices and beliefs - with Dr. Derek Riddle

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 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. FOLLOW/CONTACT: YouTube: ⁠https://www.youtube.com/@EducationUpgrade⁠ Instagram: ⁠https://www.instagram.com/educationupgradepodcast⁠ Twitter: ⁠https://twitter.com/Ed_Upgrade_Pod⁠ Linktree: ⁠https://linktr.ee/EducationUpgrade⁠ LinkedIn: ⁠https://www.linkedin.com/in/jakeschulke⁠ 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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