Wednesday, October 21, 2015

Why Grade?

There are many different ways to report progress to students and parents.  Some teachers use letter grades (A, B, C, D, F), some use percentages on a 100 point scale, some use a coding system (+, -), while others use anecdotal feedback.  Regardless of the grading system you use, take a minute to reflect on the "Why."  What is the purpose of the number, or the letter, or the code you write at the top of your students' papers?  How does that grade help them learn from their mistakes or reflect on what they did well?  What exactly does a 92% tell a child about what they learned in the previous unit?

The purpose of grades is to provide students with feedback on their learning. It gives them the opportunity to correct mistakes and utilize positive feedback to grow as a learner.  Also, appropriate feedback allows parents to see what their child is doing at school on a daily basis, so there are no surprises when the report card comes home later in the year.  If the grading system you are using does not provide corrective feedback and an opportunity for students to reflect on their growth relative to an educational standard, perhaps it is time to reexamine your grading system and begin to think about whether is it serving its purpose in your classroom.

In a recent article by @rickwormeli2  he calls for a Timeout on Rubrics and Grading Scales. Wormeli reminds educators to focus on grading to a standard that clearly communicates to students what they learned and what they still need to work on.  He warns that educators should not let reports of compliance distort reports of learning.  Essentially, students should not be graded on neatness, effort, or other components that are not included in the educational standard being taught. Those are categories that can be reported, but should be reported separate from the overall grade, as they do not provide evidence of student learning relative to a standard.  This process may require a mindset shift for many educators who are accustomed to more traditional methods of grading on a 100 point scale. But, this modern grading system provides more accurate and descriptive feedback to students and parents as to the learning that is occurring on a daily basis in the classroom.

Grading should not be a "gotcha" enterprise.  Grading should not be a carrot we hold over our students' heads to force compliance.  Yes, it is easier mathematically to average grades and points on a test, but that does not make it pedagogically correct. As Wormeli states, it is what kids carry forward from a unit of study, not what they demonstrate on a summative assessment that reflects true learning and proficiency. I encourage all educators to take a minute to truly reflect on your grading practices and determine whether you are accurately reporting your students' learning relative to the standards being taught.  If the answer is no, perhaps it is time to consider a change.