Grading: What's It Really About?

? Hello, Purposeful Educators! ?

As we near the end of the school year, it's a perfect time for reflection on student progress and the impact of our grading practices on their motivation and self-esteem. Over the course of my career, I've observed how grades can significantly influence students' motivation and self-worth. For some, grades are tied closely to their self-image, which can be both a motivator and a source of stress.

These two recent articles provide valuable perspectives on the issues with traditional grading systems. The Washington Post article "We should to talking more about dumbed-down grades in school" highlights the problem of grade inflation and its negative impact on academic standards, advocating for more honest grading practices. Meanwhile, Jesse Stommel at Hybrid Pedagogy takes a deeper look at the concept of grading itself, suggesting that traditional grades perpetuate inequities and hinder genuine learning. He promotes ungrading methods that focus on feedback and self-evaluation.

Both articles, though from different starting points, converge on the need to reevaluate our grading practices to better support student learning and development.

? Dig Deeper

I often use an assignment called "What's it Really All About?" with students. In this activity, students are encouraged to dig deep and explore the true meaning and purpose behind a concept. If we use this exercise ourselves, we can spark many insightful discussions about the nature of grading, its influence on student motivation, and its reflection on their learning journey.

Let's talk about what grades are really all about. Are they merely numbers that dictate a student’s future, are they more nuanced indicators of learning and understanding? Are non-academic indicators included in the factoring of grades - directly or indirectly? Reflecting on these questions, I've observed how grades can significantly impact students' self-worth and decrease intrinsic motivation. Students often tie their grades to their self-image, which can be both motivating and detrimental.

Because of the negative impacts on self-image and intrinsic motivation, I tossed traditional grades many years ago. The process is documented my book "Be Awesome on Purpose: Using Reflection as a Tool to Teach with C.A.R.E. and Assess What Really Matters." Ultimately, I developed the proficiency scale template that I have used ever since. This system emphasizes student agency and real-world application, allows for differentiation, and empowers students to demonstrate their understanding in meaningful ways. Carol Ann Tomlinson’s work on differentiation supports this approach, highlighting the importance of incorporating students' interests, history, and motivation into teaching practices.

The proficiency scale (I call the Awesome Proficiency Scale) in my system includes essential concepts that are the same for everyone but allows for the inclusion of more complex ideas based on each student's interests, history, and motivation. The critical difference between approaching proficiency and demonstrating proficiency lies in the students' ability to apply their knowledge. While not perfect, this approach provides a comprehensive and flexible evaluation of student progress and supports their development as independent, critical thinkers.

Importance of Social-Emotional Learning and Global Education

Social-emotional learning (SEL) and global education are crucial aspects of a well-rounded education but are not traditionally evaluated. If we expect teachers to teach these skills and students to demonstrate them, grading policies need to change on a larger scale. The Awesome Proficiency Scale includes flexibility for SEL and global thinking as authentic connections, providing a more comprehensive assessment of student abilities. I lieu of number grades, students receive narrative feedback on every assignment, helping them understand their current standing and what they can do to improve. This approach has led to students successfully transitioning to college and careers with a firm grasp of their knowledge and skills. By providing a holistic and flexible grading system, we can ensure that students are prepared for the complexities of the real world.

?? Looking Ahead

I am excited to share that my Teq OTIS for Educators micro-credential course, "From Flat to 3D: Become a Next Generation Science Teacher" specifically designed to address NGSS-style teaching, is now available. This course is a comprehensive resource that will help educators align their teaching practices with the Next Generation Science Standards (NGSS), ensuring that students receive a high-quality, inquiry-based science education.

For Massachusetts educators, this is the final opportunity to take my hybrid courses for free and earn a $150 stipend. The DESE funding supporting this initiative will end June 30, so I encourage you to take advantage of this valuable opportunity while it lasts. Enrollment for the OAPL-Approved course "Introduction to Phenomena-Driven Instruction" is now open. There are only a few spots left.

?? Off The Shelf

This week, I'm pulling "Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids" by Carol Ann Tomlinson and Jay McTighe off the shelf. This essential book bridges two popular frameworks in education—Differentiated Instruction (DI) and Understanding by Design (UbD). It offers practical strategies for creating a curriculum that is both rigorous and responsive to students' diverse needs.

Relevance to Education: By combining DI and UbD, educators can design lessons that meet the varied learning needs of students while maintaining high standards and clear learning goals. This integrated approach ensures that all students can access the curriculum and succeed, regardless of their starting point. The book emphasizes the importance of understanding each student's readiness, interest, and learning profile to tailor instruction effectively.

Application in the Classroom: This approach aligns perfectly with my proficiency-based grading system, which also emphasizes differentiation and real-world application. By using the principles outlined in this book, teachers can create more inclusive and effective learning environments that support every student's growth and achievement.

?? Closing Thoughts

As we wrap up this edition, it's essential to reflect on the types of motivation we foster in our students. Intrinsic motivation, driven by personal satisfaction and interest, is crucial for developing lifelong learners who are curious and engaged. In contrast, extrinsic motivation, often driven by grades and rewards, can sometimes overshadow the intrinsic joy of learning. I encourage you to examine your grading policies and consider how they might support or hinder both types of motivation. By finding a balance, we can create learning environments that inspire students to excel for the love of learning itself.

Until next week, keep fostering curiosity, embracing possibilities, and making every interaction count.

??????? Bonnie