The question I chose was: HMW shift the mindset of students to focus on skill-based learning rather than achieving a certain number grade by giving meaningful feedback and conferencing?
Some background information: I teach Grade 10, 11 and 12 English
I chose this question because it has been a prominent frustration for me over the last few years. Pre-COVID, many students cared about their number grades, but I feel that due to the relaxation in expectations as a result of dealing with COVID, many students are used to higher number grades and are now only focused on obtaining high numbers on their returned assessments without even looking at my feedback or considering the skills they have learned.
My Grade 12 students, in particular, are upset when they receive a grade in the 90s. One of my 12s told me, “a 93% is not what is used to be.” *blink, blink* ……are you serious? That is a great grade, and he was upset with it!
This is my constant frustration as of late. Students are hyper-focused on receiving, what I think, are outrageously high grades. And yes, I am definitely part of the problem.
COVID threw everyone for a loop, and we all had to make HUGE adjustments in our personal and professional lives – the students too. The messaging we were receiving was basically, ‘be gentle, the world is scary right now, be easier on your students.” I adhered, as I think many of the teachers at our school did and was giving grades out much higher than what I usually would have as a result.
Fast forward two years and I feel like I’m having a hard time realistically preparing my Grade 12s for university while still keeping their well-being at the forefront of my mind. It’s a balancing act, and I feel as though I can’t get a foothold.
In my previous blog post, I spoke about going gradeless in my Grade 10 classes and the great success I have had with that. Applying that in a Grade 12 class, however, is a little more difficult seeing as they have university applications to think about and number grades are important for this process.
So where do I go from here? I’m hoping to have a system in place next year (for all grade levels) where, when the student receives a graded assessment, they will only get my feedback with it – no grade… yet. I will then have the students complete a Google Form (still playing with this idea and if this is the direction I want to go) where they have to prove that they have gone through the feedback I have given them. Based on my feedback, they will have to come up with the grade they think they received and submit it to me with an explanation. At that time, my number grade will be released to them. If their grade happens to be way off what I have given them, the student will have an immediate conference (that day in class or that week). If the student’s self-assessment is close to mine, no immediate conference is needed (although always encouraged) and they receive their number grade.
I work with a pretty great English department and have already talked to a few of the other teachers about this idea. The colleague who teaches Grade 10 with me will continue to do so and we will continue going gradeless in the future. Some of my other colleagues have also played with this idea – giving out letters or ranges instead of the number grade – and have had success with it as well. Conferencing has been huge within our department regardless, so that will still continue to be implemented. With continued conversations and the support I know I will have from my department and school, I am excited to trial run this approach next year!