If grading conversations in your PLC spiral into opinions and policy debates, you’re not alone. The antidote isn’t a 60-page handbook—it’s four repeatable actions that turn grades into guidance. Do these well and consistently, and student learning (and teacher clarity) will surge.
Why these four?
Because they’re the shortest path from “we graded it” to “students learned from it.” They:
- build shared meaning among teachers,
- make criteria visible and usable for students,
- increase scoring reliability, and
- create disciplined second chances that reward growth.
Action 1: Teacher Collaboration (make grading a team sport)
Aim: Turn grading from a private judgment into a collaborative analysis that shapes tomorrow’s teaching.
How to do it this week
Reserve 15 minutes in every PLC for an evidence-first protocol
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- Bring 3–5 student samples tagged to one success criterion.
- Sort Green/Yellow/Red (met/close/not yet).
- Name the pattern or misconception (exact words from work).
- Agree on one next-step move (who/what/when).
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Capture decisions in the notes. Next meeting opens with “What happened when we tried
it?
Watchouts
- Don’t debate philosophies; stay with evidence → next step.
- Keep it small: one criterion, one move.
Action 2: Clarity of Scoring (make success visible)
Aim: Ensure students understand what quality looks like throughout the task.
How to do it this week
- Rewrite rubrics as 2–4 student-friendly Success Criteria (SC): “I can…” statements you can point to in work.
- Post the Learning Intention (LI) and SC. Mid-lesson, say: “Find where you met SC #2.”
- Build a one-item mid-lesson check aligned to a single SC. Use results immediately (a 5–7 minute adjustment).
Student script “What are we learning? … How will I know? … What’s my next step?
Watchouts
- Criteria that are too broad (“Be clear”) don’t help. Make them observable (“Use 2 relevant sources and explain how each supports my claim”).
Action 3: Collaborative Scoring & Feedback (calibrate and improve)
Aim: Increase consistency, sharpen feedback, and discover teachable patterns.
How to do it this month
Run one 45-minute cross-team scoring session:
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- Anonymize 6–8 samples.
- Score against the same SC.
- Compare comments: What feedback helped? What was vague?
- Pull two “teacher moves” to reteach/extend next week.
Feedback formula
Kind (name a strength tied to SC) → Specific (exact phrase/feature) → Helpful (one action).
Watchouts
- Avoid re-writing student work in the margins. One actionable comment > five generalities.
Action 4: Stipulated Second Chances (revision with responsibility
Aim: Reward learning, not timing—without chaos.
How to do it this cycle
Offer one redo per major task if students:
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- Submit a revision plan that cites the SC they missed,
- Complete targeted practice, and
- Schedule a short conference or peer review.
Reassess with a different task, same SC; record most recent, representative evidence.
Sample student prompt
“Which SC needs improvement? What will you change? Show the practice you did. By when?”
Watchouts
- No unlimited retakes; no identical re-tests. Redo access is earned through clear conditions
A 10-Day Launch Plan
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Days 1–2: Post LI/SC in student language; build one SC-aligned mid-lesson check.
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Day 3: PLC protocol (evidence first; G/Y/R sort; one next step).
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Days 4–5: Implement; collect quick results.
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Day 6: Collaborative scoring (6–8 samples).
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Day 7: Share two teacher moves and a short model to use tomorrow.
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Day 8: Students complete Evidence Cards (Task • SC • Result G/Y/R • Next step).
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Day 9: Offer stipulated redo on one task.
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Day 10: Reflect: What changed for students? What will we keep/tweak?
Measure what matters
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% of lessons where SC are referenced mid-lesson
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% of students who can state next steps
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% of PLCs starting evidence-first
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% of stipulated redos completed with improved SC performance
Bottom line: These four actions make grading a learning engine. Start with the 15-minute PLC protocol and one SC-aligned mid-lesson check—you’ll feel the shift in a week.
Nagel, D., & Potter, B. (2025). Grading Visible Learners: Learning with Fluidity, NOT Finality. Corwin Press.
