In line with their goal of increased participation, the teachers were explicit that learning to be a student was an important part of their curriculum, and they came up with structures to support that learning. At the front of each classroom was a homework chart laid out much like a teacher’s roll book, with students’ names in a column along the side and the number of each homework assignment across the top. Although actual grades were not posted, completion of homework was represented by a dot...At the same time that they emphasized traditional student skills like doing homework, they did not confuse failure in class with students’ intelligence or ability.In this way, teachers were able to help students do the things that are necessary for school, but not let that get entangled with their feelings about math or doing math.
How does SBG compare to Horn's model? SBG is premised on the idea that grades should represent how much a student knows. I'll link to Dan here because this was such an influential post for so many people:
The students record the new concepts and their scores on their Concept Checklist. (Template here.) They have now started a self-monitoring process which will continue throughout the year. This is one of the most beautiful parts about this system, that every student knows exactly what she does and doesn't know.This runs completely against the separation of learning and grades that Horn advocates.*
*This is what I wrote in the original draft. Ilana Horn was kind enough to clarify that I've muddled her position. Check out her comment below, or her clarification on twitter.
I stopped using SBG because I found that it was suffusing every aspect of assessment and feedback with grades and their negative effects. We should be trying to push grades into a corner, out of sight, but SBG wants us to instead dangle them in front of our kids on a weekly basis.
(Score-keeping: This is a change from my previous position that "SBG is worth it." I no longer think that it is, both because the tendency to too-neatly divide math into standards is an unhelpful way to think about learning and because grades and learning need to be separated. I think that I'd rather have grades be determined by occasional tests and homework than by learning, but here I'm less sure of myself. What I currently do for quizzes is supported by my school's no-grades policy, and I'm sure that's influencing my direction here.)