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 foryour 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 thoughtsI 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 talkingfor 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 recreatedthese drawingshe 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 sharethis imagefrom 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 studentsknow 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
- Students will rarely rise above our level ofexpectation. If we expect them to be compliant, they will, but they aren’t going to try to push that ceiling on their own. At all levels, leaders need to be modeling what a reflective learner looks like. Doing so opens up valuable lines of communication between learners of all ages and breaks down barriers between positions and titles on campus.
- Change and learning require vulnerable conversations. I’m thankful for this, but it can be a barrier to our progress. In front of those students, I had to admit that the same reason that my reason for not pushing on this topic in a wider fashion is likely quite similar to the reason teachers aren’t always keen on pushing a tough to implement idea–it’s risky. I like to look like I have it together; taking risks doesn’t always do that. Still, it’s time we had those vulnerable conversations to push this forward.
- Success in reimagining assessment isn’t going to happen in a linear fashion.Wouldn’t it be nice if this wasnice and neat to present? That’s not reality. Instead, our lived experience is going to follow the messy path that Demetri Martin depicts (and I think even his drawing is optimistic in that the change continues in a generally positive direction throughout it’s journey). As much as that’s not something I love to engage with, it’s a great (and necessary) reminder that our path through change is not one that is without risk at any level. Instead, it is one filled with excitement (and a bit of treachery along the path) and one that is worth effort!
I’ll leave you with a few questions. Leave me a comment to help push this conversation forward in a way we can share!
- How satisfied are you with your/your school’s grading practices?
- What would ideal grading practices look like to you?
- What is one thing you could change to move toward that ideal?
- What makes talking about the shift from grading to assessment worth it?
- Any tips for the those interested in the transition?