Grades–A Different Viewpoint

So, I have debated as to what topic would be my first entry into this new blogging endeavor.  Following  my own past practices, I am about to begin with a topic that all the experts agree should not be the first topic in any discussion–grades.

Grades have been a topic of much heated debate for many years.  I have contributed to that debate ferociously over the past years.  I am sure I will add more to that debate in later entries, but for now, I simply want to share a new lens to consider grading practices.

Several weeks ago, I was having dinner with friends who are also in education.  The topic of grading came up–not by me.  I have made many mistakes in my life and have learned that discussing work while having dinner can ruin a perfectly good meal–especially if you are unsure of you companions’ stance.  Alas, I was drawn quickly into the conversation.  I did my best to remain diplomatic; for those who know me personally, you understand how difficult that may have been.

As we continued to agree, disagree, and even laugh about grades in public school and university, a novel idea hit me–how would educators change their grading practices if they were homeschooling their own child.  Now granted, I realize this argument may have more staying power for those who have children, but hear me out.  How would you “grade” a child’s performance if you were homeschooling them?  I think the homeschooling crowd gets this right.  The intent, for the most part, of homeschooling parents is to help their children learn.  They are not concerned with the number of points earned divided by the total number of possible points.  The focus is on growth and development in academic (and many other) areas.  Some parents try to mimic the public school experience, but in a condensed fashion.  Perhaps, public school can learn a little bit from mimicking the grading stance homeschooling parents take.

What we do know is that both groups intend to teach children and help them grow and develop as learners.  Grades have their place.  Grades should be an accurate reflection of where a child is on the learning continuum.  I just don’t think the letter “A” on a report card or even an assignment accomplishes that.  For the struggling student, inappropriate grading practices may do more to discourage learning than promote it.

I think it is time that we begin to seriously question our grading practices in public education.  Are we  providing accurate descriptions of the skills and concepts our students have mastered (summative assessment)?  Do we provide feedback to students about where they are on the learning continuum along the way (formative assessment)?  Do we change our instruction based on the evidence of learning we collect?

As someone once told me at a conference, “grading is the punishment for not teaching.”

Shift in philosophy