Are Traditional Grades a Thing of the Past?
- Student Perceptions of Grades
- Make a Traditional Indian Wall Hanging
- Homework and Grades
- Should You Pay for Grades?
- Oldies But Goodies: 8 Traditional Games
- Do Grades Do Any Good?
In classrooms around America, hands go up every day with the question, “Is this for a grade?” But perhaps a more pressing question would be "what is a grade for?" Today, the grades on a child's report card reflect not only a grasp of academic subjects, but also a variety of other factors such as attendance and behavior. Do traditional grading systems tell us what we really want to know about a child's learning?
What’s wrong with traditional grading?
A lot, according to many experts. Under traditional grading, extra credit, late work, class participation and non-academic assignments (returning a signed progress report, for example) can influence a student’s score. These factors represent life skills which, while important, don’t necessarily reflect a student’s content knowledge.
Ellis Middle School teachers Eric Harder and Curtis Bartlett saw issues with this firsthand at their Austin, Minnesota school, where a hard-working student with good life skills might earn a passing grade and yet fail a standardized test, but a student with sub-standard life skills and relatively poor grades might ace that same test. And if a substantial portion of a student’s grade consists of these non-academic factors, then grade inflation (the awarding of higher overall scores for lower quality work) can become an issue. Bartlett and Harder came to see traditional scoring as potentially misrepresenting a child’s success in class.
The two 8th grade math teachers decided to study the problem of grading as part of a grant partnership with the Hormel Foundation, the University of Minnesota and Austin Public Schools. Their studies introduced them to Ken O’Connor’s book A Repair Kit for Grading: 15 Fixes for Broken Grades. O’Connor, an expert on assessment and evaluation, says that traditional grading—which takes into account many non-academic factors such as behavior and participation—isn’t necessarily a true representation of what kids really know.
Through O’Connor’s work, Harder and Bartlett saw a solution to this disparity: increase evaluation accuracy by splitting students’ grades into more accurate component parts. What began as an experiment by two curious teachers four years ago has since branched out into a new assessment philosophy called Grading for Learning. Grading for Learning separates the two elements of traditional grading by assigning each student a content knowledge grade and a behavioral life skills grade. “We believe that it is impossible to give a student one letter grade to help parents, teachers, colleges, and even the students themselves to get a hold of what they have learned,” says Harder, a veteran math teacher.
Knowledge grades . . .
Knowledge grades are letter grades based on both content knowledge and local, state and national standards. These grades are “based on students’ performance on preset standards,” according to a Grading for Learning overview, “not on students’ achievement compared to other students.” Grading for Learning introduced some big changes in knowledge-based assessment at Ellis:
- Students who complete all their practice work (commonly known as homework) can retest
- Students whose quarter percentages fall below a 50% will be adjusted to a 50% to give struggling students a better chance at passing a class
- Students are not awarded extra credit
- Students’ tests, quizzes and projects make up 90% of their knowledge grade, while practice work comprises only 10%
The shift from homework to so-called practice work at Ellis is both semantic and philosophical. “The word ‘practice,’ we found, has cleared some of [the homework debate] up by having a word that means what we are doing. We are asking the students to practice using the information we have been giving them,” says Bartlett, a 3rd year math teacher.
The other half of Grading for Learning is the life skills grade, which involves four facets of important student characteristics:
- practice (responsibility)
- preparation for class (responsibility)
- behavior (caring and respect)
- teamwork/participation (citizenship and fairness)
These characteristics are scored on a 4 point rubric in which 4 is “excellent,” indicating that a skill is consistently practiced, and 1 is “unacceptable,” indicating a skill that is rarely demonstrated by the student. Under conventional grading systems, academic dishonesty or late work might have cost students points; now such issues are seen as behavioral, not academic, and are reflected in the life skills grade.
Today on Education.com
WORKBOOKSMay Workbooks are Here!
ACTIVITIESGet Outside! 10 Playful Activities
Add your own comment
- Kindergarten Sight Words List
- The Five Warning Signs of Asperger's Syndrome
- What Makes a School Effective?
- Child Development Theories
- Why is Play Important? Social and Emotional Development, Physical Development, Creative Development
- 10 Fun Activities for Children with Autism
- Test Problems: Seven Reasons Why Standardized Tests Are Not Working
- Bullying in Schools
- A Teacher's Guide to Differentiating Instruction
- Should Your Child Be Held Back a Grade? Know Your Rights