[BTW: I updated the SBG prompts below with some answers from the
comments.] In addition to the material I facilitated on
instructional design, the staff at Colchester High School wanted
to work on their implementation of standards-based grading.
Happily, they had already agreed on the fundamentals: - We
should assess students on what they know now, as opposed to what
they knew when we first assessed them. - Assessment should be
atomized to the point that it empowers teachers and students in
their remediation. This left me all the creative, interesting
parts. We talked about reporting methods for keeping students
apprised of their progress, both individually and as a class. We
talked about the effect of SBG on retention. Then we picked a
concept and had pairs come up with a score of 1, 2, and 3. We
debated productively about marginal scores — when a 2 turns into
a 3, specifically — and concluded that, in a system this
forgiving, we'd rather underestimate a student (who could return
to improve her score wheneve