How Do We Challenge the Traditional Grading System? The Answer is Surprisingly Straightforward.

Welcome to?Constructing Innovators: Building Tomorrow’s Educational & Entrepreneurial Ecosystem.?This biweekly newsletter features insights from Science Research Institute leaders that aim to cultivate conversations that matter for educators, administrators, legislators, and our communities. In this issue, Science Research Institute Founder and Dean of Pre-College and Summer Programs at Albright College Adelle Schade talks about the importance of re-thinking grading... and the surprisingly simple ways we can do it.

Have you ever felt like the universe was trying to tell you something? Where every conversation seems to loop back to the same subject, regardless of who you’re talking to? Well that’s kind of where I’m at right now. And that topic right now is testing and grading. More specifically, it’s about how our tests and grading system are designed to test content knowledge rather than true process understanding.?

Let me put it this way: all of the testing that students are subjected to — and the things that happen around testing — are about identifying what students are bad at.

We use tests to create plans on how to fix what we perceive as weaknesses in our students. So kids come to school and are told they need to focus on their worst subjects — and we wonder why students are so miserable and disengaged!

But what if we flip that? What if instead of focusing on the things that they’re “bad” at, we focus on the things they’re “good” at??

Here’s a perfect example: let’s say you have a student who believes they are not good at science. Maybe that student failed a science test or hasn’t received the best grades in the class. And maybe that same student has decided they’re an art kid, because it’s the class they do best in. So now we know what subject makes the student feel empowered, engaged, and successful. Time to lean in.

Here’s the secret: art isn’t just about painting or drawing or the other forms art can take. It’s also about mixing colors, exploring shadows and contrast, questioning how different spectrums of light and exposure impact an image, and observing the known world around us. Within every single one of those areas is a scientific line of inquiry.?

If we let students lean into their perceived strengths, we open up new realms of possibilities and learning. And maybe that “art” kid realizes they’re capable of so much more.?

From a teaching and administrative standpoint, I can already hear your next question: “But how do we evaluate student learning and achievements?” After all, that’s how we ended up with grades and tests in the first place.?

The answer is surprisingly straightforward.

Let’s stop focusing on the outcome, and instead, focus on the process. Let’s create process-driven rubrics that are based on how a student navigates through a line of inquiry instead of acquired content knowledge.

In Pennsylvania, we’re already starting to move toward a process-driven approach to grading and testing. For high school students, we build curriculum toward making sure students are able to demonstrate mastery of certain skills before they can graduate. So in this case, the skill might be, “Can the student create their own idea for an experimental test and make adaptations if something fails?”?

Break that down and what you find is that it’s much more about critical thinking than it is rote memorization. If students are memorizing content to prepare for a test, what’s the likelihood they will retain that information beyond the test? However, if the student is investigating a line of inquiry, they’ll likely come across new information that they need to understand before they can fully understand the outcome of their investigation. That’s where that content knowledge piece comes in.?

Let’s use that same “art” student for another example. That student came across red light in their photographic explorations, and started to wonder how red light affects genetics. But to understand that, they first need to understand what DNA is, what red light is, what a mutation entails, and of course, the components of a cell. In the course of pursuing an answer to their original question, they started asking new questions, which led them to learning key scientific content. As a result, they are also more likely to retain that information because it is part of the answer they were looking for all along.

We’re never going to be able to completely move away from testing and grades. What I want to see happen in education is for students to feel less like school is about fixing what they’re “bad” at and more about playing up their strengths to find ways to address their areas of challenge. After all, that’s what the whole premise of Total Experience Learning? is about – letting students explore their interests to engage them in their learning and education. And no matter how many students come through the program, I’ll never tire of getting letters from parents like this:?

Jane’s* recent intelligence tests have her scoring in the high-superior range for many categories…however, many teachers have only been able to focus on what she can't do. SRI has helped her focus on what she can do. I have never doubted Jane’s intelligence, but was beginning to fear that she would go through her whole formal education without a chance to be heard, explore, learn and share her ideas and interests...?

She has gone from a child who cried in the morning about going to school and constantly came home in a bad mood, to a student who gets up early to make sure she doesn't miss the "SRI" bus and comes home eager to share all that she has learned. The most encouraging part is the confidence she has gained from talking to different teachers who encourage her ideas and make her feel listened to and intelligent.”

And that’s really what we should be striving for as teachers and educators. Listening to our students and helping them find what makes them feel smart. Once we do that, we’ll see a total paradigm shift in the classroom experience — and we’ll see students who are more engaged, enthusiastic, and excited to be there. Isn’t that every teacher’s dream?

*names have been changed to protect student’s privacy.