Why I am ANTI Participation Grading

And not just a little bit!

I’ve been anti Participation Grading for a number of years. Whew! It feels so good to get that off my chest. Now, I get that nobody likely cares how or why I feel certain ways about different educational philosophies, but I thought I’d explain myself a little bit.?

About 10 years ago I was working at a school that largely graded in the Arts via attendance and participation, and I got to talking and thinking about this subject. How does participation or attendance grading affect the students? How do these “grades” tell you anything at all about the growth of the students in their chosen art form? What sorts of implicit bias is there in the formation of a Participation grade?

Anecdotally:?

A number of years ago, as a Fine and Performing Arts Administrator I started speaking out against the “daily grade” concept, a fight I am still fighting, as there is no raw data to support the “grade” that is given (not earned).?

1. In one instance I saw a huge issue in which a child who was literally one of the top percussionists in the district with a 55% in band. I had a tense discussion with the parent of this child, and was asked on what basis did the child “Earn” such a low grade? I told him that I would follow up with the Band Director, and I did. What I was told was that the student in question was consistently 10-15 minutes late for “stand band” (Friday night football band). Which is an after school activity that was “required” by the Band Director. Due to his inability to be on time the student was losing points on his “daily grade” which in turn affected his overall grade. The student was a junior and did not have the ability to drive. Therefore his choices were: stay after school on a Friday from 3pm until the start of the stand band at 6pm (3 hours), or, go home and then get driven back to the school after his father or mother came home from work. He chose B: to go home and return.?

So he was being “punished” through his grade because his parents, who worked in the energy corridor till 5, couldn’t quite make that turn around work. When I asked the teacher what this was teaching the student, he replied that he was teaching him “the value of punctuality and to be responsible”. I replied: “No, you’re teaching him that you value your time more than you value the child. That his parent’s inability to return him on time is his fault, not an inconvenience based on traffic and travel time. That no matter how well he plays for the band, or in districts and UIL, or helps to teach the other percussionists, he is a failure because he cannot make it back to school by 6 pm, and an afterschool activity. Ultimately, you are teaching him to hate the band and the music and yourself (and me by extension).”

The teacher disagreed, and continued the policy until forced to change it later in the semester. The student failed band class the first quarter, transferred to a different class and quit music entirely. The teacher did not get a renewal of his contract. A loss all around.?

• Another teacher, also a band teacher, once told me that his grades were based on participation and observation. That the teacher was “trained” to listen carefully and be able to “hear” the individual students in the band (there were 29).

Oddly enough all 29 children got a 95%! Every one of them! Even those who didn’t go to class often, show up to rehearsals, or even attend the concert.?

• A Choir Teacher I know failed a student for a quarter, because on the night of the concert he had to travel with his parents to see family he had not seen in a year. The teacher literally told the student (7th grade) to either skip the family event, or tell your parents to change their travel plans or you will fail. I challenged the teacher to grade the student not on the attendance at the choir, but rather on the student’s performance in the rehearsals, as there were 6 weeks of rehearsal prior to the concert. The teacher’s reply was: “No, this grade is based on the concert, and if he isn’t in attendance at the concert, he fails.” I pushed back more asking if the grade was based on attendance, or on the concert performance? Because if the grade was based on attendance, this was, in my opinion idiotic, but if based on the performance at the concert, we could safely assume that the child would have performed as he had throughout the rehearsals. If the students had to “review their performance” at the concert, the student would be able to listen to the concert (recording) and write the review. The teacher again said: “No, this is about being at the concert (attendance), and since X is not going to be there, he’s going to fail for the quarter.” This decision was backed by the administration of the school, though not by the fine arts director.
• An Art Teacher who writes the most “demerits and documented corrections” of all the electives at their high school, however, student grades are 100% based on participation, as the teacher doesn’t believe they should be “judging people’s artwork” for a grade. My question was: isn’t that literally your entire job - teach them how to do an art form, and then have them do the art and then grade it for accuracy to the form?? Or am I off base here?

Oddly enough there is a child in the class with a multiplicity of these demerits, for quarter one they were written up some 7 times (out of 17 classes) and received 2 After School Detentions for their antics in the classroom, and yet that student has a 90%+ in the class. Another student, who has demerits that were usually based on words (ie: Cussing or bullying behavior), but only 1 or 2 has a 70%. So on what basis does a child who does not pay attention nor has finished a single project in the class receive a 90%, versus a child who maybe chooses poor language, but has finished both of Quarter 1’s projects receive a 70%. Curious about the bias represented here?

Examples:

Being a nearly 30 year veteran of teaching and arts administration, I could go on telling these anecdotes, however, I thought it might be a fun activity to pull several grading policies from the internet and look at what the teachers themselves have to say about grading in the arts. These grading policies are real, and I “really” have some questions that I’ve included, that as an arts administrator, I would ask the teachers (or school administration or system) about these policies and why they are worded/done the way they are. I have not included the “where and who” of these examples, but if you see yourself reflected in them, it's likely time to rethink your grading policies:?

• Daily grades are worth 20%? and are determined by participation and effort(1).? No points are awarded for an unverified absence.? Infractions of rules will result in point deductions(2).? Daily work is 20% of your overall grade.
• Participation in concerts is mandatory, and accounts for 40% of your overall grade.? Working or not having transportation is not an excuse(3).? Concerts are part of the curriculum, and as such, take precedence over extracurricular activities.? Students who do not participate in a performance will forfeit their grade(4).? Students must be properly attired to perform.? (See below for required dress.) Students who have unexcused absences from two concerts, or who miss more than two concerts will not be retained (5).? Few exceptions are made for participation, and each is decided on a case by case basis(6).? Any accepted excuses must be provided in writing at least one month prior to (planned absences) or one week following (emergency absences only )the concert.? Grades are awarded (7) based on overall sound and performance, which includes, but is not limited to, pronunciation, breathing, tone quality, decorum while not onstage, and attention to the director.? As the concert performance is a team effort, generally, each ensemble receives a single grade, i.e., each member of an ensemble receives the same grade.? However, if a choir member's individual performance is so flagrantly detrimental it negatively affects the concert, their grade alone will be adjusted.? Show Choirs are also graded on choreography and stage presence.? Infraction of concert rules will result in point deductions.

1. Daily Grades being determined by participation and effort = no documentation of what that even means. How do you provide data to the idea of “effort and participation”. Similarly the addition that “no points being awarded to an unverified absence” shows that these are both an attendance and “compliance” grade. Points are likely if you start at 100 pts and then you lose points as the day wears on.?
2. Infractions are defined as what? Are the rules posted? Is breaking the rules the only method of losing points? (Probably not) Again does it mean that if “I say your name more than (x) number of times you lose (x) number of points, or is this simply “Whose Line is it Anyway” where the “rules are made up and the points don’t matter anyway.” Also if “infractions costs you points” in your grade, does this also mean you don’t get “in trouble” (ie: Demerits or detentions) for infractions, or are you doubly punished (grades and detentions)?
3. Working or lack of transportation is no excuse? Ummm, excuse me Sir/Madam, do you live in the “real world”. If the kiddo can’t drive, and the parent can’t get them to the concert - they fail a class? That hardly seems fair at all. Similarly, if the performance is scheduled and the student has to work, it seems discriminatory to forfeit a grade over a responsibility. Granted the student should do their best to be present, but it may also be out of their control (and yours), and if it is, it is incumbent? on the teacher to bend to the realities of the situation.
4. Forfeiture of your grade over a missed concert seems extreme, especially if it is out of the control of the student.?
5. Again, much of this seems extreme, most school music programs are not so robust that they are in a position to throw people out of the program for missing events. I am sure it would be frustrating for the director - I’ve been there - but again there could be exigent circumstances.
6. Case-by-case standards = do I like you or not.
7. “Grades are awarded” - NO Grades are earned by achievement of certain metrics and standards in growth and knowledge - not awarded via attendance to or participation in concerts, events and being “present”.

Concert Band Example

Concert Band Grading Policy Students enrolled in Band class will develop musical skills and knowledge through participation in a variety of activities.? This course objective - skill and knowledge development through active participation - is reflected in the grading policy. 1.? Class Participation: ? ? Active participation in rehearsals is the cornerstone of skill and knowledge development for the band student.? For this reason, class participation represents 30% of a student's quarterly grade in Concert Band.? Students will take part in all activities during band rehearsals.? Participation in each rehearsal will be graded on a 100-point scale.? The primary factor in determining a student's class participation grade is the quality of effort the student exhibits in rehearsals.? Evidence of effort will include active participation throughout the rehearsal and observance of all elements of rehearsal etiquette taught in class (such as following instructions, remaining seated, maintaining quiet while other sections of the band are rehearsed, etc.)?

?As in the previous example, what is the evidence for the basis of the “given” grade? If the primary factor is “quality of effort” how is this determined, what are the metrics and whilst the teacher speaks of “evidence of effort” how is that determined?

2.? Performance Participation ? ? Band performances represent the culmination of months of work by all band students.? For this reason, participation in all performances is a requirement of Band class and represents 20% of a student's quarterly grade.

Same questions - what is the evidence for the grade? This is now 50% of the grade is found in Effort and Participation, 20% in participation in the concerts, 30% in participation in the classes. That’s kind of wild!

3.? Lesson Participation ? ? Class time in Band class is devoted primarily to large ensemble rehearsal.? For this reason, individual skill development is addressed in the student's weekly scheduled lessons.? Lessons represent 30% of a student's quarterly grade in Band class.? Each lesson is graded on a 100-point scale.? Students will be permitted one excused absence from lessons per marking period;? any other absences must be made up by arrangement with the teacher.? Failure to make up a missed lesson will result in a grade of 0 for that lesson.

Question: When are these lessons, before, after, or during school hours? Are they free, as they seem to be a part of the class itself (being graded and all). So the student has a representation of 80% of their grade being determined by Participation (Concerts, Lessons, Class). With no mention of the metric or standard throughout the structure of the grade, or any accomplishments or milestones achieved.

Jazz Band Grading Policy

CONDUCT/PARTICIPATION

This is a formative assessment of the students’ adherence to behavioral expectations and rehearsal procedures, including having your instrument ready, all music, materials, pencil, etc. Students are expected to turn in all paperwork, homework or written work on time. 10 points per week are given for proper conduct and participation.

I often write about the difference between attributes of learning and subject specific skills. A formative assessment such as this is judging and upholding an attribute of learning (be ready, set and able to participate) versus being assessed on a critical subject specific skill.?

?

PERFORMANCES

The students’ ability to perform various passages of music will be routinely assessed both individually and in small groups(1). Individual practice outside of class is expected. Concert performances are MANDATORY and absences require a medical/emergency notice from parents in writing to be excused (see below). Concerts are worth 50 points each, playing quizzes will vary from 5-10 points.

1. How? How will the students be assessed? Individual Performance assessments? Group Performance assessment. I have to guess that there is a known rubric given - but I really don’t. Why is the concert worth 50 points? What does that even mean? Does it mean - show up = here’s 50 points??

IMPORTANT POLICY:

With the exception of a personal medical emergency, or a family emergency, failure to attend a performance will result in the student’s semester grade being lowered by 2 letter grades.? For example, if a student were receiving an “A” for the semester, and missed a performance, the student’s final grade would become a C.? ATTENDANCE AT PERFORMACES (SIC) IS MANDATORY.? The validity of an excuse for missing a performance is at the discretion of the director.

2. This shows me that the director is using “show up for points” grading. I wonder if they (the students) reflect on a) the performance b) the process c) their growth as a performer and musician.?

As demonstrated from the examples above, the idea of participation grades do not support, show or record the growth and development of skills and skill acquisition in a student. They merely show that the student was present, and “participating in the class” - whatever that may mean to the teacher in question. In Guskey’s “On Your Mark” he says of participation grading these grading policies are often the result of teachers and administrators not knowing what to assess. (1) Nor do they know how to assess in certain areas. Similarly, these grading police are largely reflective of “Compliancy Grading” and grading through behavioral modification.?

Show up, shut up and do!?

These “compliancy grades” are in the format of if the students come to class, and sing/play they do well. If they do not, they fail. If there is a concert, you have to show up, and you pass, miss it and you fail. These are not measurements of growth mindset, achievement of skill or even a measurement of the talent of the student, they are grades that ensure the student is present, accounted for and well behaved. Look the following line from one of the examples:?

1. Participation in concerts is mandatory, and accounts for 40% of your overall grade.? Working or not having transportation is not an excuse(3).? Concerts are part of the curriculum, and as such, take precedence over extracurricular activities.? Students who do not participate in a performance will forfeit their grade(4).?

This teacher giving 40% of their students' total grade based on whether or not you are there. Not how well you performed (as a group or an individual) but if you are present. In my thinking this is completely crazy.

If you work, or if you have to support yourself? -Well tough kid! No car - tough!

I'm pretty certain that this teacher does not (can not) follow through with this threat, or at least I HOPE not! This is a teacher using the threat of a poor grade to ensure behaviors that he or she wants to see. As well, there is nothing on this grading policy that measures the skills and milestones of the student. I will also say that throughout their grading policy, as far as I could see, there was no mention of subject specific skills, or assessment based on the acquisition of skill and achievement of proficiency or mastery of the skills.

Look at this other example:

• Lesson Participation ? ? Class time in Band class is devoted primarily to large ensemble rehearsal.? For this reason, individual skill development is addressed in the student's weekly scheduled lessons.? Lessons represent 30% of a student's quarterly grade in Band class.? Each lesson is graded on a 100-point scale.? Students will be permitted one excused absence from lessons per marking period;? any other absences must be made up by arrangement with the teacher.? Failure to make up a missed lesson will result in a grade of 0 for that lesson.

Again, I question the “Lesson as a performance evaluator”.

As asked above, when are these lessons scheduled?

Also, are they included in the course? Are they an extra cost to the family? What happens if you can’t afford the lesson?

30% is a pretty large chunk of your grade. Isn’t it the job of the band director to help the students learn the skills necessary in order to play the instrument? Why then is there a “mandatory” individual lesson. Also, in this example, what are the lessons being graded on? The student’s presence, how long they practiced, what skills they learn? Who knows because the teacher never explains the necessity of the lessons, their purpose, or how they are graded.?

By the way, if these lessons are taught by the band teacher themselves, are they not double dipping, getting paid to do the same job twice?

What the Research Says:

In general there is far too much subjectiveness in grading through participation grades. For students they see participation wildly different from the adults. The teachers may see participation as a “compliance grade” or as “are they asking questions” or is the student singing in the class? Students on the other hand will often see the issue as “are they listening (actively) to the teacher” or prepared for class, or even are they doing their work? (2)

The research as done by Elena Precourt and Maryella Gainor at Bryant University shows that participation grading does not negatively or positively affect the rate or quality of the participation of the students in any specific manner.?(3)

Research also shows that there is an unfair bias issue that does show up in the grading of participation grading, where teachers who grade on participation will call on those students they feel engage better with the materials than others. In other cases there are teachers who consider participation to be “speaking out” or “asking questions” in class, yet there are many students out there with issues with processing new information, as well as those who suffer from performance concerns and phobias. (4) This is particularly evident in classes such as PE where students' development of their Gross and Fine Motor Skills are so varied that some children cannot actively participate in all parts of the PE activities. Additionally, in my experience, I’ve had students with debilitating stage fright (I teach music and performing arts). In my world, there are concerts and rehearsals, and many people grade on the participation in the concerts. Those students never attended the concerts, but did attend and work throughout the rehearsal process. Should they fail? No - my concentration was on skill acquisition.?

So - what should you grade?

Should you never grade participation? Personally, for me, no! But many do, and if you do it should be a very minor portion of the grading process. Research shows that “best practices” is around 5% grade being participation is appropriate. That the teachers need to provide a clear and consistent definition and parameter of what the participation grade is and is based on, whilst having the students be fully aware of what is being assessed as “participation”. This could be in the form of a rubric that is used and known. In addition, teachers should also include a student “self assessment”, utilizing the same rubric that the teacher uses, which is then included in the participation grade, and agreed upon by the teacher and the student.(5)

Everything else should be grades and assessments based on the following:

1. Skills Acquisition with clearly defined guideposts, milestones and expected achievement via grade level expectations.?
2. Subject Specific skills
3. Quality (not quantity) of work.

That’s it!?

Assess your students for mastery, proficiency, growth and weaknesses while hopefully teaching them the pathway to success!?

(Grading policy examples are not being attributed due to a desire for privacy for those educators, systems and students)

1: "On Your Mark", Thomas R Guskey, 2015, Solution Tree Press

2: "On Class Participation, To Grade or Not To Grade", Nicole Coulais McBain, RN, MN, 2019, Taylor Institute at Calgary University

3: "Factors Affecting Classroom Participation and How Participation Leads to a Better Learning, Precourt and Gainor, 2017, Byrant University

4: "Participation is an Unfair Method for Grades", Eleanor Grondin, June 2020, The Heights for a Greater Boston College

5: "On Class Participation, To Grade or Not To Grade", Nicole Coulais McBain, RN, MN, 2019, Taylor Institute at Calgary University