If feedback is one of the highest-impact instructional practices in education, why is it often missing from the grading process? Together, we explore the difference between grades and meaningful feedback, why students frequently ignore feedback, how traditional grading practices can unintentionally stop learning, and what schools can do to shift students from asking “What did I get?” to “What do I need next?” The conversation also highlights practical classroom strategies educators can use immediately to make feedback more impactful and learning-centered.

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Join us as we tackle one of the most common questions schools ask during grading reform: How does standards-based grading work in AP and dual enrollment courses? The team explores the misconception that advanced courses require traditional grading practices and discusses how clarity around learning targets, aligned assessments, and meaningful feedback can still exist within AP and college-credit structures. They unpack the difference between instructional practices and reporting requirements, including how final letter grades can still emerge from a standards-based learning process. The conversation also dives into the role of College Board frameworks, the pressures schools face from higher education institutions, and why rigor should never be confused with grading complexity. Whether you teach AP, dual enrollment, or support secondary grading reform, this episode provides practical insight into maintaining learning-focused practices in advanced coursework.

Learn more about our sponsors:

Otus: ⁠⁠⁠⁠⁠⁠https://hubs.li/Q03StGb_0⁠⁠⁠⁠⁠⁠

STAGR Center:⁠⁠ ⁠⁠⁠⁠https://firsteducation-us.com/stagr⁠⁠⁠