A few weeks ago, a teacher shared with me a question his had given to his students. He asked them,
“If you had the choice for your next grade, would you choose an 88 that you really worked hard for and learned something to earn or 95 where you won’t remember anything after the grade and didn’t learn throughout the process?”
I love the question. Both the question itself and the thoughts I have about the implications of either choice are fascinating to me.
Not surprisingly, many students opted for the 95. They are sophomores in high school, and with a few weeks to go until spring break, I can understand the allure of some free points.
Still, there was much to talk about.
So the teacher and I talked though his reactions and our mutual reactions to the students’ reactions while we watched a soccer game after school. I mentioned several articles and books on standards based grading, dropping grades, and assessing for learning v assessing the learning, and we continued on talking for a while about our hopes for students and our desire for great learning to come from the feedback students receive from teachers. He mentioned that he wanted to follow up with these students, and I committed to touching base with him over the coming weeks.
So a few days ago, I stick my head in to ask if they’ve had their conversation yet. I thought I would get a yes/no answer and maybe a quick recap as class started if they had talked. Instead, he invited me into his classroom.
We talked the entire class period!
I used two recent posts to get the conversation going. The first was an idea that I’d heard before but was succinctly summarized recently by George Couros in this post titled “What Success (and Learning) Really Looks Like.” I recreated these drawings he includes in the post, and we talked for a bit
This idea resonated with everyone, even the few skeptics who were still a bit unsure about an assistant principal dropping in to talk about turning the grading world on its head.
With that in mind, I decided to share this image from Starr Sackstein's post “Shifting the Grading Mindset Starts With Our Words” that compares the language of grading with the language of assessment.
This is where I really saw students begin to see the value in considering this. Many who if they were honest probably responded out of convenience for themselves initially with their teacher and even with me when presented with the “struggle to learn for the 88 or get the easy 95 and learn nothing” choice seemed to really understand the power of this.
To be honest, they really impressed me.
I expected that they would come around eventually (probably out of overconfidence in myself and the teacher, right?), but I didn’t expect it to come so quickly. Students mentioned their desire to take tough classes but the fear that accompanies that. They mentioned the pressure to succeed (from themselves, their peers, their parents, their coaches). Two students asked pointed questions about how a no grades classroom would work with eligibility for sports and extracurriculars.
Each of those questions have answers–though I am convinced by some more than others. But then they asked the question that has stuck with me the most: “Why don’t teachers do this?”
I was struck by their honesty and their enthusiasm for something that seemed so different from their normal and something that would daily ask more of them as learners. But more than that, I quickly realized that the reasons students might be reluctant to change are similar to the reasons the adults might also be reluctant.
Grades have their issues, but the process is predictable and consistent. Though the game doesn’t always measure what we’d like, it’s one students know the rules for. For teachers (and for me), I don’t always love the idea of something entirely new when I know I’m going to be evaluated on it. Teachers likely feel the same way. Grades are established and safe. Shifting is risky.
Three Takeaways From My Conversation
I’ll leave you with a few questions. Leave me a comment to help push this conversation forward in a way we can share!
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