Averaging feels neutral, objective, and mathematically sound, but in the context of student learning, it can quietly distort the story a grade is meant to tell. In this episode, Tom and Natalie take a deep dive into the statistics that dominate most gradebooks (mean, median, and mode) and unpack why tools designed to summarize stable data can mislead us when applied to something as dynamic as human learning. Along the way, they explore the hidden problems of equal weighting, outliers, small sample sizes, and the false precision created by decimals that suggest more accuracy than the evidence can truly support.

Through practical examples and thought-provoking scenarios, Tom and Natalie show how averaging can punish growth, hide mastery, and cement early struggles into final judgments. But this episode isn’t anti-math; it’s about measurement clarity. They explore the limited situations where averaging can be helpful and offer practical alternatives for blending statistical summaries with professional judgment so that grades communicate what they’re supposed to: a meaningful and defensible interpretation of student learning.

Assess THAT on YouTube!

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PROFESSIONAL LEARNING EVENTS

-Apr. 1-2, 2026 (Tom) Grading from the Inside Out (Franklin, TN)

-Apr. 9-10, 2026 Canadian Assessment Spring Conference (Vancouver, BC)

NEW BOOK FROM TOM & NAT

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Across education, we hear constant concern about teacher shortages. On the surface, it seems like recruitment pipelines, retention rates, burnout, and workload are the issues. But beneath those very real challenges lies a quieter, more systemic issue: many educators have never received deep, sustained support for developing assessment literacy. When teachers lack clarity around evidence, criteria, professional judgment, and grading accuracy, everything becomes heavier. Grading expands, decision fatigue sets in, parent conversations feel tense, and confidence erodes.

In this episode, Tom & Natalie argue that strengthening assessment literacy isn’t just about improving grading practices, it’s about stabilizing the profession itself. When teachers understand what counts as evidence, how to separate behaviour from achievement, and how to make defensible judgments about learning, workload becomes more manageable, and confidence grows. Assessment literacy reduces friction, restores professional agency, and creates coherence across classrooms and schools. If we want teachers to stay (and thrive) this is foundational work we can’t afford to overlook.

Assess THAT on YouTube!

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PROFESSIONAL LEARNING EVENTS

-Mar. 18-21, 2026 (Tom) EARCOS Teacher Conference (Bangkok, TH)

-Apr. 1-2, 2026 (Tom) Grading from the Inside Out (Franklin, TN)

-Apr. 9-10, 2026 Canadian Assessment Spring Conference (Vancouver, BC)

NEW BOOK FROM TOM & NAT

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In this episode, Tom and Nat explore a tension many educators are feeling right now: our deep desire to be compassionate in assessment and the unintended consequences that can arise when compassion gets confused with lowering expectations. Responding to student stress, disengagement, and inequity is real and necessary work. But when clarity fades, standards soften, and expectations become negotiable, students often lose the very signals they need to grow, build confidence, and trust the learning process.

Through stories, reflection, and practical examples, this conversation reframes rigour and care as partners rather than opposites. Tom and Nat argue that the most humane assessment practices are grounded in clear expectations, honest feedback, and meaningful support, not diluted standards. If you’ve ever wrestled with flexibility, fairness, or how to hold the bar while honouring students’ realities, this episode invites you to rethink what compassion truly requires in assessment.

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PROFESSIONAL LEARNING EVENTS

-Mar. 18-21, 2026 (Tom) EARCOS Teacher Conference (Bangkok, TH)

-Apr. 1-2, 2026 (Tom) Grading from the Inside Out (Franklin, TN)

-Apr. 9-10, 2026 Canadian Assessment Spring Conference (Vancouver, BC)

NEW BOOK FROM TOM & NAT

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AI has sparked fear, urgency, and a wave of reactionary policies in schools, but what if the real issue isn’t the technology itself? In this episode, Tom and Natalie argue that AI didn’t break assessment; it exposed long-standing weaknesses in task design, clarity, and how we define academic integrity. Rather than framing AI as a cheating problem to be solved through bans and detection tools, they invite listeners to reconsider what meaningful evidence of learning actually looks like in an AI-present world.

Through real-world composite examples and reflective dialogue, this episode reframes academic integrity as a design and culture issue, not a policing one. Tom and Natalie explore how clarity, transparency, and intentional assessment practices reduce misuse, strengthen trust, and keep learning at the center. If you’re feeling overwhelmed by AI or unsure how to respond without compromising your values, this conversation offers a grounded, assessment-literate path forward.

A.I. Won't Pass this Test Webinar

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PROFESSIONAL LEARNING EVENTS

-Mar. 18-21, 2026 (Tom) EARCOS Teacher Conference (Bangkok, TH)

-Apr. 1-2, 2026 (Tom) Grading from the Inside Out (Franklin, TN)

-Apr. 9-10, 2026 Canadian Assessment Spring Conference (Vancouver, BC)

NEW BOOK FROM TOM & NAT

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When educators say, “We tried that… and it didn’t work,” the conversation often stops there. But what if the problem isn’t the idea itself (e.g., feedback, reassessment, rubrics, or standards-based grading) but the way it was implemented? In this episode of Assess THAT, Tom & Nat explore the often-overlooked distinction between sound assessment ideas and the implementation choices that bring them to life. Through concrete classroom and leadership examples, they unpack why promising practices are so frequently abandoned before they’ve had a real chance to succeed.

Taking a coaching-oriented lens, this conversation invites educators to slow down, reflect, and ask better questions before dismissing powerful approaches to assessment and grading. You’ll hear about common implementation errors - surface adoption, misaligned beliefs, missing conditions, and unrealistic expectations - and how refining implementation can restore trust in practices that genuinely support student learning. This episode is a reminder that implementation is not a checklist, but a professional design challenge worth getting right.

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PROFESSIONAL LEARNING EVENTS

-Mar. 18-21, 2026 (Tom) EARCOS Teacher Conference (Bangkok, TH)

-Apr. 1-2, 2026 (Tom) Grading from the Inside Out (Franklin, TN)

-Apr. 9-10, 2026 Canadian Assessment Spring Conference (Vancouver, BC)

NEW BOOK FROM TOM & NAT

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In this episode, Tom & Natalie are joined by CAC consultant Josh Ogilvie for a thoughtful and energizing conversation about the relationship between student motivation and sound assessment practices. Josh challenges the idea that motivation is something students either have or don’t have, and instead invites us to look closely at the conditions we design in classrooms (e.g., through purpose, choice, feedback, and assessment) that either invite students in or quietly push them out. Together, they unpack common misconceptions about engagement and explore why motivation is often a signal about design, not effort or character.

They also dig deeply into physical education as a powerful yet often misunderstood context for assessment. Josh shares why assessment in PE is uniquely emotional and visible for students, how traditional grading practices can unintentionally undermine confidence, and what more human, learning-focused assessment can look like in practice. Whether you teach PE or not, this conversation offers practical insights into how assessment can build agency, confidence, and motivation, rather than compliance, and why getting these details right matters more than we often realize.

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PROFESSIONAL LEARNING EVENTS

-Mar. 18-21, 2026 (Tom) EARCOS Teacher Conference (Bangkok, TH)

-Apr. 1-2, 2026 (Tom) Grading from the Inside Out (Franklin, TN)

-Apr. 9-10, 2026 Canadian Assessment Spring Conference (Vancouver, BC)

NEW BOOK FROM TOM & NAT

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In this special holiday episode of Assess THAT with Tom & Nat, Tom and Natalie explore grading through the timeless lens of Charles Dickens’ A Christmas Carol. Guided by the ghosts of grading past, present, and yet to come, they unpack why grading is so emotionally charged, why change often feels threatening, and how our own experiences as students continue to shape the way we evaluate learning today. From fear-based grading practices to the identity-laden nature of grades, this episode invites listeners to reflect honestly on the stories that live beneath their current systems.

Shifting the focus from grading debates to what truly drives learning, Tom and Natalie make the case that assessment (not grading) is the real engine of equity, motivation, and student growth. They explore what happens when assessment is treated as a living process rather than a set of events, and offer a future-focused vision that centres student voice, confidence, and accurate learning stories. Whether you’re a classroom teacher, school leader, or system-level decision-maker, this episode provides a powerful framework for starting meaningful conversations about grading and reimagining what’s possible for learners.

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PROFESSIONAL LEARNING EVENTS

-Mar. 18-21, 2026 (Tom) EARCOS Teacher Conference (Bangkok, TH)

-Apr. 1-2, 2026 (Tom) Grading from the Inside Out (Franklin, TN)

-Apr. 9-10, 2026 Canadian Assessment Spring Conference (Vancouver, BC)

NEW BOOK FROM TOM & NAT

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As the year winds down and classrooms settle into December’s quieter rhythm, Tom and Natalie invite you to pull up a chair for a fireside conversation about the small assessment moves that make a big difference. Instead of offering another checklist or set of strategies to “add on,” this special holiday episode explores twelve gentle, human-centred shifts, each connected to its day, that bring more clarity, confidence, and calm to both teachers and students. From the One Switch that changes everything to the Twelve Notes of Hope that strengthen partnerships with families, these micro-moves reflect the heart of modern assessment practice: simple actions that transform learning without overwhelming anyone.

Across the episode, Tom and Natalie share stories, classroom moments, and reflections from their work with educators. Each of the "twelve days of assessment" offers a tiny gift, something teachers can carry into January without adding to their workload or losing sight of what matters most: meaningful feedback, student growth, and strong relationships. Whether you’re looking to lighten your assessment practices, deepen student agency, or simply end the year with a bit of warmth and inspiration, this episode is designed to support you through the season and into a brighter, more hopeful new year.

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PROFESSIONAL LEARNING EVENTS

-Dec 2-3, 2025 (Tom) Standards-Based Learning in Action (Austin, TX)

-Mar. 18-21, 2026 (Tom) EARCOS Teacher Conference (Bangkok, TH)

-Apr. 1-2, 2026 (Tom) Grading from the Inside Out (Franklin, TN)

-Apr. 9-10, 2026 Canadian Assessment Spring Conference (Vancouver, BC)

NEW BOOK FROM TOM & NAT

CONNECT WITH TOM & NATALIE

In this episode, Tom & Nat tackle one of education’s biggest myths: that percentages make grading fair and objective. They break down how percentage systems create the illusion of precision while concealing the true story of student learning. Through real numerical examples and insights from researchers, they reveal how averaging can distort growth, penalize early learning, and undermine teacher professionalism.

But this isn’t just a critique, it’s a call to action. Tom and Nat show why professional judgment is not a flaw in the system but its foundation, even within outcome-based frameworks. They share practical strategies for strengthening confidence in teacher judgment, communicating clearly with parents, and helping schools shift toward more authentic measures of learning. It’s an empowering conversation for any educator ready to move beyond numbers and trust the human side of assessment.

🍁 CANADIAN ASSESSMENT CENTRE

Join our mailing list for assessment strategies, new podcast episodes, upcoming events, and all things Canadian Assessment. Join Here

PROFESSIONAL LEARNING EVENTS

-Dec 2-3, 2025 (Tom) Standards-Based Learning in Action (Austin, TX)

-April 9-10, 2026 Canadian Assessment Spring Conference (Vancouver, BC)

NEW BOOK FROM TOM & NAT

CONNECT WITH TOM & NATALIE

When it comes to transforming assessment, few educators bridge the gap between vision and practice quite like Danielle Paloposki. As a passionate advocate for outcomes-based learning, Danielle helps schools move beyond the chaos of percentages and points toward a system grounded in clarity, consistency, and authentic evidence of learning. Her work challenges the old myths of grading by reminding us that fairness isn’t about giving everyone the same task, but about ensuring every learner has a clear pathway to demonstrate mastery.

In this conversation, Tom and Nat sit down with Danielle to explore how schools can make the philosophical shift to an outcomes-based mindset while navigating the very real challenges of implementation and leadership. They also dig into her upcoming CAC webinar, “AI Won’t Pass THIS Test: Moving from AI Cheating to Authentic Evidence of Learning,” where she reframes the AI “cheating” narrative and reminds us that technology can only expose what was never truly authentic to begin with. This one’s all about designing learning and assessment that machines can’t mimic and humans can’t fake.

November 15 Webinar: A.I. Won't Pass THIS Test!

🍁CANADIAN ASSESSMENT CENTRE

Join our mailing list for assessment strategies, new podcast episodes, upcoming events, and all things Canadian Assessment. Join Here

PROFESSIONAL LEARNING EVENTS

-Dec 2-3, 2025 (Tom) Standards-Based Learning in Action (Austin, TX)

-April 9-10, 2026 Canadian Assessment Spring Conference (Vancouver, BC)

NEW BOOK FROM TOM & NAT

CONNECT WITH TOM & NATALIE