The Fires in Grading

This episode is a candid conversation with bestselling author and international speaker Myron Dueck, author of Grading Smarter, Not Harder. Myron shares stories from his own classroom, challenges long-standing grading myths, and offers practical, low-lift strategies educators can use immediately to make grading more efficient, accurate, and fair. Join the discussion on how Myron became comfortable with being uncomfortable.

In this episode of Fires in Grading, we tackle a phrase every educator has heard (or said): “My current assessments work just fine.” Don, Becky, and Garth unpack why “fine” often just means familiar, and why familiar doesn’t always equal effective. We explore what traditional assessments miss, how aligning assessments to standards brings real clarity to student learning, and practical steps teachers can take to move from comfortable to truly impactful. A great episode for anyone rethinking assessment design and wanting to make student learning more visible.

In this episode of Fires in Grading, we answer real questions from teachers currently navigating standards-based grading. We dig into final exams and what “end-of-term evidence” can look like, how to stay committed when your teaching partner isn’t on board, and how subjects like PE handle separating effort from learning.

In this episode of Fires in Grading, we’re joined by special guest Ken O’Connor, “The Grade Doctor,” to explore how the words we choose as educators shape the culture of our classrooms. Are we reinforcing a focus on points and grades, or are we creating a learning-centered environment? Tune in for practical insights and reflections on how simple language shifts can make a big impact on student motivation and success.

Some districts are abandoning Standards-Based Grading… but should you? In this video, we break down why giving up on SBG could be one of the biggest mistakes your district can make.

We’ll explore:Why some schools are moving away from SBG

The common myths and misconceptions fueling the backlash

The long-term benefits that districts lose when they quitHow staying the course impacts student learning, equity, and clarity

If your district is questioning whether Standards-Based Grading is still worth it, this video is for you.

Drop your thoughts in the comments: Is your school moving forward with SBG, or pulling back?

Educators often debate whether letter grades should be abolished, but here’s the truth: the symbol itself isn’t the problem, it’s how we use it. In this episode of Fires in Grading, we dive into why fighting over A, B, C, or 1–4 misses the point, and how the real work lies in giving those symbols meaning through standards-based teaching and learning practices. Whether your school uses letters, numbers, or descriptors, this conversation will challenge you to think differently about what grades actually communicate.

Parents often push back on Standards-Based Grading (SBG) because it feels unfamiliar and confusing. In this episode of Fires in Grading, we sit down with Dr. Chad Lang to tackle the big question: How do we bring parents along in the journey? From communication strategies to practical entry points, this conversation is packed with ideas to bridge the gap between schools and families so that grading reform doesn’t stop at the classroom door.

"These Changes Won't Prepare them for the REAL WORLD!"  How many times have you heard it? “In the real world, there are deadlines.” “The boss won’t let you redo your work.” In this episode, we take on one of the most persistent and emotionally charged arguments used to resist grading reform.

One of the most common challenges school face when working through grading reform is educators and other stakeholders making the statement, "show me some research this actually works!" Special guest Dr. Matt Townsley will share this experiences in researching grading reform and what it means it terms of leading to better communication pertaining to student learning with students and caregivers alike.

While borrowing might save time, it often leads to mismatched expectations, unclear instruction, and missed opportunities. Teachers need to engage in the work to truly understand what matters most—and principals must be ready to coach, question, and guide, because clarity can’t be outsourced.