An exploration of moving away from traditional letter or number grades as an assessment and as a result producing more thoughtful students whose learning is more authentic. Provided by publisher.

Introduction -- 1. Acknowledge the problems with points -- Points-based grading gets in the way of student learning -- How did we get here? -- We can choose a different path to grades -- Interlude: semester grade letter by Izzy, grade 12, AP English Literature and Composition -- 2. Establish clear and meaningful learning goals -- Decide what you value most -- Take a close look at what’s required -- Write a clear, simple list of learning goals -- Interlude: semester grade letter by Ella, grade 6, English Language Arts -- 3. Plan the work students will do -- Consider the mismatch between tasks focused on products and learning goals -- Determine what students need to practice to meet learning goals -- Repurpose traditional accountability measures to better support readers and writers -- Imagine new possibilities that hold students accountable for learning -- Set up routines that protect the work students need to do -- Interlude: semester grade letter by Elena, grade 12, AP English Literature and Composition -- 4. Create a classroom culture of feedback -- Nurture a positive feedback culture -- Teach students about feedback -- Share the feedback load with your students -- Work more efficiently when you give feedback -- Interlude: semester grade letter by Kalliyan, grade 12, AP English Literature and Composition -- 5. Make the learning visible -- Think of your grade book as a data warehouse -- Determine what data you need -- Take control of the math machine -- Imagine what you can do with your grade book -- Interlude: semester grade letter by Jake, grade 9, English Language Arts -- 6. Invite students to set goals and reflect on their growth -- Focus on behaviors that support learning -- Set individual learning goals -- Imagine what success looks like -- Map out a plan -- Track the learning -- Interlude: semester grade letter by Ben, grade 12, Senior Literature, Composition, and Communication -- 7. Determine a final grade -- Establish clear guidelines -- Create a single document for students’ reflections -- Prepare students to write the stories of their learning journeys -- Interlude: semester grade letter by Aracely, grade 12, Senior Literature, Composition, and Communication -- Afterword.