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Before I begin, I need to admit that this post is inspired from the experiences I have had so far when wearing my “parenting” hat. As a passionate educator, truly devoted to the ideas that 21st century learners are different and need a different experience, it can be tough to witness from the other side of the table.
Grading is tough and so important. It will leave a mark on that student. It will define who they are in their identity as a student.
Do we tell the 18 month old who is still a bit wobbly when walking that they are a “C” at walking? Would that be helpful?
The best part of being a teacher and parent, is it makes you reflective and empathetic.
So I paused.
Wait a minute. Do my students feel this way? Do the parents of my students feel this way?
Are my students aware of how to be successful? Am I supporting them? Are my “next steps useful?
So – I am on a quest to improve how I grade, how I report and how I share this information. Is my grading accurate, consistent, meaningful and supportive of learning.
I purchased the book A Repair Kit For Grading by Ken O’Connor – thanks for the suggestion @tjagdeo. Book report to follow in another post.
I hope to start a conversation about grading.
I want to here from the experts on the ground, that’s you my Cohort 21 family. I always want to be improving in my practice so give me your best ideas, thoughts and learnings.
Thanks for this post. Personally, I think we have some incredibly important pieces of assessment right – assessment for, as, and of learning, as well as how we collect this information: observation, conversation and different products. Our big opportunity is in how we deploy these, how we let our students engage in the assessment process, and how we, as educators communicate assessment with parents and students.
One of the most powerful conversations is happening in our classrooms when we ask our students about assessments. What questions do you ask them?
“The best part of being a teacher and parent is it makes you reflective and empathetic.” This is so very true, Allison. Each of my children has taught me so much about what it means to be a teacher, and you’re right, being on the other side of the assessment can be challenging and really make you think about your own practice. As a parent, I am frustrated to see a test result without a quiz first, and a chance for practice and improvement. It’s hard to see your own child deflated, without the possibility of changing the outcome from teacher feedback and review first. As far as I see it, knowing the way to encourage a wobbly 2-year-old, is the same as encouraging a 9-year-old in math. They need time to try it over and over and over again, with someone there cheering them on and believing they can the whole time!
@swelbourn it is so true. Growth mindset again – such a critical piece. Sometimes we just need to give them more time to grow and saying to them, you aren’t there “yet” is such an amazing way to look at their learning.
The power of YET @gnichols I think of you when I say this ….
@amacrae I think this could not be a more timely conversation to be having with yourself as well those who share the same students as you. How we assess and communicate that process has far reaching impacts that go beyond telling the learning / growing story. Too much and too often can create a culture unto itself that can very quickly creep into the wellness/stress territory undoing the intent of the entire process. We are certainly wrestling with that at the moment.
How do our alum in the trenches feel?
@ckirsh @edaigle @nblair @amcniven @ckirsh @lmcbeth @ddoucet @shelleythomas @gvogt @jmedved @gnichols @edaigle @nblair @amacrae @lmustard @jbornstein @rarcher @jsmith @ljensen @lbettencourt @egelleny @timrollwagen @tfaucher @nbendle @amcniven
I love this post @amacrae ! I wrestle with this idea all of the time and I get frustrated with teachers who refuse to allow kids a second chance on tests or assignments because “they should have studied more for the test in the first place!” or “they need consequences for not paying attention in class!”. I think that many educators assume that the real world doesn’t include opportunities for failure and growth or learning from making mistakes. I would imagine that most workplaces allow employees some time to practise and demonstrate their abilities before they get immediate consequences. If we think about the wobbly 2-year-old, we give them chances to fail and to try again and and again. And I don’t ever want kids to think that getting a certain grade on a task means that is the end of their learning, that there is no chance to increase their understanding or apply their skills. If you could get rid of letter grades in your course, would you?
@mneale what a great question! Maybe ? I think it sets them up to feel defeated, but it also is theoretically giving measure to their learning. I love the idea of placing skills on a continuum (which is probably what 0-100 means haha) which in and of itself implies you can move. The problem with a grade, is often it marks the end of the unit, because we have to move on, and that student does stop learning that skill and feels like they are stuck at that level. Goes back to my point with @lfarooq, how do we best use our time with our students.
I agree that this is certainly a touchy subject. We need to be constructive and identify flaws without being mean. We need to provide meaningful feedback and identify short-comings so that students will improve, but without being rude. For students, accepting feedback and growing from it is a very important skill. We can’t “bubble wrap” our students (or our children), or pretend that they’re doing an awesome job when they aren’t.
Now, I’m not a parent so it’s tough for me to see it from that side, but it certainly does give me pause to make sure that my feedback isn’t too mean or hurtful, while still being significant and constructive.
I guess it comes down to one thing: a growth mindset. Instead of “you can’t do this”, it’s “you haven’t developed this skill YET, but I hope you work to improve it”.
So critical! I love growth mindset talk. Very often I think students are pigeonholed in education and we as educators look at the fact that student A can do this task, therefore student B should be able to as well? Does that added support mean they are having difficulty?
You can’t go wrong with a book by Ken O’Connor! My old school encouraged us to use diagnostic, formative, and summative assessments, and now back in Ontario I’ve linked AforL and AasL to formative, AoL to summative, and nothing to diagnostic though I still use this technique to assess/access prior knowledge to make a plan for going forward with a unit. Conversations around most recent and most representative grades are a common occurrence, and using professional judgement to make these decisions. If a student has handed in nothing or minimal effort work for grading all along, but then astounds with a decent project or test performance, which grade do we give? This is why there are special override codes in grading and reporting software like PowerSchool. I have also dabbled at a formal method for students to make test corrections for both learning and grade recuperation. My own children sometimes come home with what I would call unfair points reductions on their work and emotional meltdowns can be a side effect. Then I get to practice how to talk to someone having an emotional meltdown about grades. As long as they are small and we can work it out together I will probably stay out of that other teacher’s hair, but when their grades could dictate university acceptance/rejection I might be more upfront about best practices. Being a parent has definitely made me a softer teacher. Thanks for helping me to reflect on this.
@lfarooq I think one of the big challenges is time. How do we make use of our time? I never feel like I have enough time so I want to make sure I am using my time wisely, to ensure maximum effectiveness with my students. Where is the magic pause button?????
@amacrae That’s true, there are never enough hours in the day! On the other hand, sometimes I do find myself wishing for that magic get it over with button though! 😀
@amacrae Update! Since we chatted on Twitter about this post, I’ve done some big thinking about my Action Plan and, lo and behold, ended up at assessment, too. In particular for and as learning. I’m looking to do a deep dive into the evaluation of my program. Can we be sure to chat on the 17th?! Can’t wait to hear more about your thinking!
CAN’T WAIT @lmustard
OH MY GOSH @amacrae, so many directions to go with this. I agree with @gnichols, there is so much in the assessment process that can/does support learning: assessment as, assessment for, imply intentionality, discussion, conferencing. They acknowledge the sensitivity of it all. Are we being as careful when we assign a grade? Does the student know exactly what the grade describes? To what extent does that grade inhibit the feedback cycle or the self-reflection process? Are we comfortable with the fact that a grade also ultimately ranks our student, even despite a careful approach or best intentions?
There are so many more questions worth asking!
Allison, I’ve done a pretty deep dive on this topic academically and professionally. I’d be so happy to be a part of this discussion moving forward.
Peace!
gv
Really look forward to working on this with you!. Thank you @gvogt
Sure @amacrae,
Just like @lfarooq I’m a fan of Assessment For Learning, Assessment As Learning, and Assessment Of Learning. Who doesn’t love a good triangulation! But this past and present tense diagnostic negates one important element of the linear scale… the FUTURE! As always, my “sideways thinking” vote is for a new approach, an Assessment To(wards) Learning. What type of Learning is necessary for the next step in the development process. Can we retrospeculate our way into future mindsets by recounting our past progress and casting what if’s and I wonder’s into the future. Don’t confuse this with the metacognition of Assessment As Learning. No. No. No. This is waaaaaay beyond that! This is postmetacognition! What type of grading allows us to assess the possible goals and potential next steps themselves as entities of learning.
This @gnichols and @jmedved is what needs to by unstuck!