If I'm reading this right, yes, PBG is intended to remove opportunity for subjectivity to make grading more binary if anchors/rubrics are promoted upfront and used accurately.

But then the output on transcripts requires the inclusion of the qualitative information in each subject to explain the grade.

Also, it often creates a scenario where one person created something in 2 weeks and another created something over 4 weeks, and yet they are measured equally despite the time difference. Whether the assignment was "on time" goes out the window and is scored elsewhere. Often called a "Habits of Work" score. This again muddles a transcript b/c it forces more qualitative information be included.

At which point, the person deciding whom to accept at a college is moving on to the next application because the app. reviewer can read grades more easily on the traditional transcript and gets the qualitative information from the letters of recommendation & essay.

So in a sense, it removes subjectivity from grading and puts it on the evaluation downstream at the post-secondary level.

That's a completely different world than K-12, no?

I'm all for formative/summarize gradebooks and no homework, but not the reinvention of the work "fail" to now be "below benchmark" and leaving kids & parents in the dark that they don't have the credits/skills to move on... until they somehow (miraculously) demonstrate "at benchmark" come the end of Senior year. Because, again, whether it was "on time" or not is a different grade.

I should probably go to the conspiracy theory thread for this, but I'm of the belief that this sort of shit is intended to drive people to private/charter schools and to grind down the teachers union.

Old guard doesn't want to put up with this shit.
New guard gets burned out quicker.

Turnover weakens the negotiating power.

Awesome post, thanks. Makes more sense now

I’m not advocating or opposing. I’m merely stating what is.

My personal stance on the matter is that no approach to grading or student advancement is going to resolve student educative performance frustrations, because the problem is entirely on the instruction side. Our adherence to a format and philosophy of inducing learning that predates all of our cognitive and childhood development research, and all of our technological advancements, is factually limiting. You’ll never fix that with more tests, and you will never fix it by changing how you grade.

Agreed.

As much as people would explode over it, the flipped classroom model would be amazing if only everyone's nightly living atrangements/support could allow them to watch the class lesson for homework.

What does “nightly living arrangements/support” mean?

Some people/students are poor and/or parentless.

Exactly. I teach in New Orleans, and many of my seniors leave school and work late to help support their families. I also have multiple students who left their parents and are living on their own or with friends, working to make ends meet. These kids are doing the best they can to graduate, but they definitely don't have a lot of free time once they walk out of the building at 3:45.

Yeah yeah, but are they "at benchmark" or "approaching benchmark?"

Yeah I do a flipped classroom but I have AP students in a comfortable suburb. It works great for me here but it's probably a nonstarter in a lot more contexts than it isn't.

Flipping the classroom can and should be done by every student on their own. But since this won’t happen, I think you need the status quo.
School/work is super easy if you just stay one day ahead of the teacher/boss. In school that allows you to ask questions where you are unsure, and at work it allows you to look up the answers and look like the expert.
If you make flipping the classroom the norm, even more kids are going to fall behind.

How would it work for younger kids under say, 12?

Ideally it doesn't matter what age a student is, think of it like Khan Academy is the teacher (standardized instruction delivery) and every student logs on and watches the lesson. Maybe they learn to take notes as they get older. Then, when the students are at school, the teacher in the room gives students what has traditionally been the homework done overnight. Now that everyone is in person with a teacher than can answer questions (not a parent trying to remember geometry or whatnot), the class works through the material that the teacher knows everyone watched the same lesson about.

It's fantasy land for most of the country right now, but when the communists finally win, it will probably be part of their brave new world.

Hey! I ain't no commie but I'm very pro-flipped classroom!!!

I am too. I just don't see all the necessary funding/logistics being taken care of until the blue and white is off our nation's flag.

Interesting. I've read that one of the (if not the) biggest issues with under-performing groups is engagement. How does this help? It seems like those who are predisposed to academics.. autodidacts... would love this. Or people with non-working parents who can help dive deeper into the concepts in the lesson. The open learning part sounds awesome, like Montessori or something, but my old-ass parent self would be wary of my kids benefiting from non-interactive lessons.

I’m not really talking about a flipped classroom, myself. But I was working with seventh graders (11-13), >75% below the poverty line, >60% speaking English as a second language. I was also (co-)piloting co-teaching as a method of SPED integration for the district at the time, so I had a huge Special Education population in my classroom.

What we did was incredibly laborious and, for me personally, a bit financially expensive (I spent upwards of $1,500 in the setup), but we outpaced the school and the district on every metric (test scores, work completion, behavior). The problem was the cost, the incredible work load it created for the teacher, and the ability to implement it…the kids were in no way a limiting factor.

Right, engagement/support for education is always one of the biggest factors.

What is the win here?q