I definitely see keeping formative assessments out of the
gradebook, but what has the rationale for not recording the
other items? Like you pointed out, it's just not
developmentally appropriate for many students to be
intrinsically motivated. Doing the work just for the sake of
personal improvement is simply not something that applies to
the majority of students. What was the topic of the workshop,
and who was the presenter?

On 11/01/09, Wondering wrote:
> Marjory,
>
> On a number of occasions you have mentioned that you record
> approximately two grades per week, one quick and one a test
> or essay. Last year I attended and workshop on
> standards-based grading that gave the advice to keep many
> things out of the gradebook--homework, behavior, practice,
> and formative assessments. I tend to try to record too
> much. Once students at our alternative school learn
> something won't be graded or recorded, they won't do it.
> Yes, I tell them that the practice is designed to improve
> their test scores, but this falls on deaf ears.Yes, they
> can fail and get the consequences, but that isn't what I am
> looking for. Any suggestions for getting students to do
> work that won't go in the gradebook?
>
> Wondering

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