Grading Systems
This has been quite the hot topic lately in educational magazines and within school systems gearing up for the usage of Common Core Standards. There are many inadequate aspects of our current grading system of averaging numbers to create an overall grade. It is an outdated system that when reflected upon does not justify what we are truly doing in the classroom. In fact, this method is utilized in NO other avenue in life. If you fail your Masters’ course and try again the following year, do they average your performances together? No. If you finally pass YOU PASS, whether its trail 1 or 100. Growth and achievement matter, not one single test grade.
I am guilty of averaging grades because that is how it has always been done. However, after I have researched this topic some more I realized what a disservice I was doing to my students. This same guilt happened two years ago when I decided utilizing a rubric while grading provides students with expectations prior to the assignment as well as an avenue for feedback after the assignment. Well now, I am at a cross roads again where I realize what I am doing is not helpful to my students in terms of coming up with a grade for each subject. I feel guilty because my students deserve the best. I also wonder how many students were unmotivated by the traditional grade average method. I should have done something then. I’ll also admit that going out on a limb in my grade level or school is scary, but I have acquired enough knowledge now to make the decision and be confident in my choice.
First, I want to address some of the areas of concern I had as I broke down my traditional grading method.
- I did not have the same number of grades for each of my subjects. Social Studies and Science always had half of the grades as others due to their scheduling. A student had more opportunities to perform in other subjects but punished in those two areas? Most students did well otherwise this would have been very apparent earlier on and a change made. Regardless of student achievement in these two areas, it was unfair in comparison to the opportunities provided in other subject areas.
- I believed my students benefitted from multiple opportunities to show success and therefore counted many assignments each quarter. However, it was not the same number of grades as the other teachers in my grade level. So now my students were at an advantage because they had more opportunities to grow. Although this was great for my kids, it was not fair to the other students in the grade level.
- I had no idea what the expectations for grading were in the district or on the state level so I felt very much an island with the ability to do things my own way. On one side, that is great autonomy. On the other side, students everywhere are receiving a mishmosh of education. I don’t even think I am consistent with what I did years prior in terms of grading. I wouldn’t even be able to guess if this class or last year’s had a bigger advantage.
- I rarely allowed students to redo assignments mainly because of time constraints. I always provided additional practice and ensured they grew from their failures, but never counted the growth in the grade book. That is unfair.
Secondly, I have decided to reform my grading and maybe it will catch on with others. I’d like to include a growth factor, behavior, effort factors as well as grading not by subject but by standard. I also want to get my team on board with ensuring we are providing the same experience (as much as possible) in third grade.
For example, Canada has a great system in place called Product, Process and Progress. Product assesses a summative assignment like a final exam on a scale of A-F. Process assesses how students got to a particular point, usually based on responsibility, effort, and work habits. This scale is from 1-4. Lastly, Progress shows learning gained over time to show the value added component, also on a 1-4 scale. I want to implement this type of grading. Although this seems complex is more work for me, it is informative to parents and students. As a student I would appreciate this feedback, versus one single grade. This could really motivate students who struggle.
As you can tell, I am very conflicted over this grading issue. So much needs to change and I am fearful I cannot do this all myself without an anxiety attack! However, I am going to break it up into steps and hope I can tackle one thing at a time. A mindshift has definitely occurred so I am already helping my students by raising my awareness to what they deserve in an educator. I hope this post helps you reflect on your grading system and decide how to do better going forward.
Do you have a alternative grading system that aligns with what I am describing? If so, please share!
Are you having the same anxious thoughts about the traditional grading system? Share your comments below!
About the author, Gretchen
I am a teacher trainer and coach. Working elbow to elbow with teachers and teacher leaders to ensure instructional proficiency and student achievement soar lights me up. We have a real need in our nation for strong educators to remain in the field. My blog, book, podcast, courses and instructional materials are geared towards empowering teachers (and those that lead them) to receive the support needed to grow and thrive today, tomorrow and always.