Multiple Grades: The First Step to Improving Grading and Reporting

Education Week

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Thomas R. Guskey Ph.D.* returns as a guest blog author. He is Professor of Educational Psychology at the University of Kentucky and known throughout the world for his teaching about  student assessment, grading and reporting, professional learning, and educational change.

Imagine going to your physician for a medical examination. During the exam, the physician records data on your height, weight, blood pressure, and heart rate, and asks you questions about your lifestyle and how you are feeling. After gathering all this information, imagine the physician entering the data into a computer that uses a mathematical algorithm to calculate a single number describing your physical condition. The physician then reports the number to you, suggests how you might improve it, and sends you on your way.

Would you be satisfied with such an examination? Would you have faith in a physician who analyzed information about you in this way? Would you trust a computer algorithm to tally the information and offer an accurate assessment of your health? Would you find a single number generated by a computer to be informative or helpful?

Few people would answer “Yes” to any of these questions. Many would even find such a process insulting. We need and expect more. In particular, we want our physician to be a thoughtful and knowledgeable professional who looks carefully at the different aspects of the data in assessing our health. We expect that individual to evaluate this information thoroughly and understand its nuances. And we certainly want more than a single number tallied by a computer from the diverse types of information gathered.

One Single Grade is Inadequate

Yet even though most of us find such a process unacceptable in a physical examination, few object to teachers using a nearly identical process when determining the grades they record on students’ report cards. Every marking period, teachers gather evidence on students’ performance from scores attained on major examinations, compositions, and classroom quizzes. They record data on students’ homework completion, class participation, and punctuality in turning in assignments. Some teachers gather additional information on students’ behavior in class, collaboration with classmates, respect, and effort. They then enter these data into a computer grading program that calculates a single number or grade that is recorded on a report card.

Sadly, a single number used to describe students’ performance in school is just as inadequate and difficult to interpret as would be a single number describing our health or physical condition. That number or grade combines highly diverse data, gathered through different means, and measuring a variety of different attributes. And just like a single number representing our health would be, it’s not particularly informative or helpful.

Product, Process and Progress Criteria Matter

A more useful and meaningful description of students’ performance includes multiple grades. At a minimum, it provides grades that distinguish productprocess, and progress learning criteria.

Product criteria reflect how well students have achieved specific learning goals, standards, or competencies. These might be determined by students’ performance on major examinations, compositions, projects, reports, or other culminating demonstrations of learning. Product criteria describe students’ academic achievements; that is, what they have learned and are able to do as a result of their experiences in school.

Process criteria describe student behaviors that facilitate or broaden learning. These may be things that enable learning, such as formative assessments, homework, and class participation. They also may reflect extended learning goals related to collaboration, responsibility, communication, perseverance, habits of mind, or citizenship. In some cases process criteria relate to students’ compliance with class procedures, like turning in assignments on time or not interrupting during class discussions.

Progress criteria show how much students have gained or improved. Sometimes these are referred to as “value-added” criteria. Although related to product criteria, progress criteria are distinct. It would be possible, for example, for students to make outstanding progress but still not be meeting course academic goals or achieving at grade level. It also would be possible for highly skilled and talented students to show they have achieved the product criteria without making notable progress or improvement.

Multiple Grades Don’t Require More Work

Although these types of learning criteria vary in their importance depending on the subject area and grade level, all three are essential to school success. Meaningful communication about that success, however, requires that they be reported separately. In other words, students must receive different grades for whatever product, process, and progress criteria are considered most important in their learning.

Ironically, reporting multiple grades for these different criteria does not require extra work for teachers. In fact, it’s less work. Teachers already gather evidence on different product, process, and progress criteria. They keep detailed records of students’ scores on various measures of achievement, as well as formative assessment results, homework completion, class participation, collaboration in teamwork, etc. By simply reporting separate grades for these different aspects of learning, teachers avoid the dilemmas involved in determining how much each should be weighted in calculating a single grade.

Reporting multiple grades on the report card and on the transcript further emphasizes to students that these different aspects of their performance are all important. Parents gain advantages because the report card now provides a more detailed and comprehensive picture of their child’s performance in school. In addition, because product grades are no longer tainted by evidence based on students’ behavior or compliance, those grades more closely align with external measures of achievement and content mastery, such as AP exam results and ACT or SAT scores – a quality that college and university admissions officers have been shown to favor.

Products, Processes, and Progress Criteria

The biggest challenge for teachers and school leaders rests in determining what particular product, process, and progress criteria to report. This requires deep thinking about the learning criteria that are most important to students’ success in school and beyond. From a practical perspective, it also involves finding an acceptable balance between providing enough detail to be meaningful but not so exhaustive that it creates a book-keeping burden for teachers.

Clear Rubrics Matter

An additional challenge in reporting multiple grades involves developing clear rubrics that describe each type of criteria so that expectations for students’ performance are well-defined. If teachers decide to offer a separate grade for homework, for example, they must articulate the difference in scores between students who complete an assignment but do so incorrectly, versus others who complete only half of the assignment but what they complete is done well. Similarly in assigning a grade for class participation, teachers must consider if frequently contributing to class discussions is all that is necessary or if the quality of those contributions also must be taken into account.

In the End

Grading and reporting are much more a challenge in effective communication than simply a task of quantifying data on students’ performance. Providing multiple grades that reflect product, process, and progress criteria enhance the meaning and accuracy of that communication. Without adding to the workload of teachers, this simple strategy can do much to improve the effectiveness of grading and reporting. It provides more meaningful information, facilitates communication between school and home, and offers specific direction in efforts to improve students’ learning.

*More about Thomas R. Guskey can be found here. and he can be reached at guskey@uky.edu . 

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Will Letter Grades Survive?

Edutopia

A century-old pillar of the school system is under fire as schools look to modernize student assessment.

Under pressure from an unprecedented constellation of forces—from state lawmakers to prestigious private schools and college admissions offices—the ubiquitous one-page high school transcript lined with A–F letter grades may soon be a relic of the past.

In the last decade, at least 15 state legislatures and boards of education have adopted policies incentivizing their public schools to prioritize measures other than grades when assessing students’ skills and competencies. And more recently, over 150 of the top private high schools in the U.S., including Phillips Exeter and Dalton—storied institutions which have long relied on the status conveyed by student ranking—have pledged to shift to new transcripts that provide more comprehensive, qualitative feedback on students while ruling out any mention of credit hours, GPAs, or A–F grades.

Public Domain

Choate Rosemary Hall in Connecticut is one of 157 private schools that are part of MTC.

Somewhat independently, schools and lawmakers have come to the same conclusion: The old models of student assessment are out of step with the needs of the 21st-century workplace and society, with their emphasis on hard-to-measure skills such as creativity, problem solving, persistence, and collaboration.

“Competency-based education is a growing movement driven by educators and communities focused on ensuring that students have the knowledge they need to flourish in a global economy,” said Susan Patrick, chief executive officer of iNACOL, a nonprofit that runs the website CompetencyWorks. “The future of jobs and the workforce will demand a new set of skills, and students’ capacity to solve complex problems for an unknown future will be essential.”

For their part, colleges—the final arbiters of high school performance—are signaling a surprising willingness to depart from traditional assessments that have been in place since the early 19th century. From Harvard and Dartmouth to small community colleges, more than 70 U.S. institutions of higher learning have weighed in, signing formal statements asserting that competency-based transcripts will not hurt students in the admissions process.

The emerging alignment of K–12 schools with colleges and legislators builds on a growing consensus among educators who believe that longstanding benchmarks like grades, SATs, AP test scores, and even homework are poor measures of students’ skills and can deepen inequities between them. If the momentum holds, a century-old pillar of the school system could crumble entirely, leading to dramatic transitions and potential pitfalls for students and schools alike.

PICKING UP STEAM

Scott Looney, head of the Hawken School in Cleveland, was frustrated. His school had recently begun offering real-world, full-day courses in subjects like engineering and entrepreneurship, but he was finding it difficult to measure and credit the new types of skills students were learning using A–F grades. Looney started reaching out to private high schools and colleges looking for alternatives.

Courtesy of Scott Looney

Scott Looney, head of school at the Hawken School in Cleveland, Ohio.

Though he found that many educators shared his desires for a new assessment system, he came up empty-handed.

“The grading system right now is demoralizing and is designed to produce winners and losers,” said Looney. “The purpose of education is not to sort kids—it’s to grow kids. Teachers need to coach and mentor, but with grades, teachers turn into judges. I think we can show the unique abilities of kids without stratifying them.”

Looney began brainstorming a new type of transcript for the Hawken School, but quickly realized he would need a critical mass of schools to influence college admissions offices to accept it. With the initial support of 28 other independent schools, Looney formed the Mastery Transcript Consortium (MTC) in April 2017. The group has since expanded to 157 schools, including both historic institutions like Phillips Exeter and newer alternative schools like the Khan Lab School.

In joining the MTC, each school commits to phase out its existing GPA- and grade-based transcripts for a digital, interactive format that showcases students’ academic and enrichment skills, areas for growth, and samples of work or talents, such as a video of a public speaking competition or a portfolio of artwork.

The purpose of education is not to sort kids—it’s to grow kids. Teachers need to coach and mentor, but with grades, teachers turn into judges.

While the transcript is still in its infancy, organizers say it will resemble a websitethat each school will be able customize by choosing from a menu of skills like critical thinking, creativity, and self-directed learning, along with core content areas such as algebraic reasoning. Instead of earning credit hours and receiving grades, students will take courses to prove they’ve developed key skills and competencies. Looney insists that the transcripts will be readable by admissions officers in two minutes or less.

The MTC’s work is not entirely original, though, and takes its lead from a number of public schools—most notably in New England—that have been rethinking traditional methods of assessing students for more than a decade.

Some are supported by the nonprofit group Great Schools Partnership, which helped influence Maine, Connecticut, Vermont, Rhode Island, and New Hampshire to adopt state board of education policies or legislation in the last decade on proficiency-based assessment systems. Other districts, in Florida, California, and Georgia, have made similar changes more recently, and pilot programs have emerged in Colorado, Idaho, Utah, Illinois, Ohio, and Oregon.

©iNACOL

A map from iNACOL estimates that 48 states have at least some policy supporting competency-based education.

There’s also backing from colleges. The Great Schools Partnership was able to garner the support of more than 70 colleges and universities, suggesting that higher ed admissions offices are ready for the change.

“We are accustomed to academic reports from around the world, including those from students who have been privately instructed and even self-taught,” said Marlyn McGrath, Harvard University’s director of admissions, replying via email about the transcripts. “In cases where we need additional information, we typically ask for it. So we are not concerned that students presenting alternative transcripts will be disadvantaged because of format.”

MASTERY VERSUS SEAT TIME

But the new transcripts are just the tip of the iceberg, according to supporters, part of a larger movement to do away with a system where kids can progress through grades or courses without really understanding material and be promoted for seat time and good behavior. When students move on to harder topics, they continue to accumulate gaps in their knowledge—a setup for failure in the later grades or collegiate years.

Under a competency model, kids can no longer just “get by,” said Derek Pierce, principal of Casco Bay High School in Portland, Maine, which has used a proficiency-based transcript since 2005.

The new transcripts “get kids focused on doing their personal best on meeting or exceeding standards rather than getting a better grade than the kid next to them,” said Pierce. “There is no longer a ‘gentleman’s C’.”

However, without widespread agreement on the necessary skills and knowledge required for core classes, proving mastery may be just as elusive and arbitrary as the current system. Even MTC member schools won’t rely on a shared understanding of what mastery means. Instead, each school will be able to quantify it independently, leaving college admissions officers—according to critics—without a clear basis of comparison.

Our learning structures have to be much more nimble to allow today’s learners to navigate through opportunities where they can see themselves as the authors of their own education.

While competency-based education proponents argue that the new transcripts will identify students with skills that academia has traditionally overlooked, others worry about equity for marginalized students, who already struggle in the current system. Some critics have suggested that the new transcripts may be a way for wealthier schools, especially private schools like those in the MTC, to give their students an even greater advantage when competing for limited positions at the best universities.

©Khan Lab School

Competency-based transcript proponents like the Khan Lab School, pictured here, believe the new assessments are necessary to foster 21st-century skills.

There are other unanswered questions and challenges to be worked out, too. Will college admissions counselors have enough time, especially at large public colleges, to look meaningfully at dense digital portfolios of student work? Will the new transcripts create too much work and new training for K-12 teachers, as they struggle to measure hard-to-define categories of learning? Perhaps most importantly, will parents buy in?

“There’s still plenty of work ahead and some pretty radical changes taking place,” explained Mike Martin, director of curriculum and technology at Montpelier Public Schools in Vermont, whose district starting transitioning to a competency-based model in 2013.

Many public and private schools, like Martin’s, are still years away from full implementation, and others are grappling with the nuts and bolts of how to implement dramatically new systems for student learning and assessment. Those on the forefront of these changes, though, remain hopeful that the new system will push all students to develop the skills they need to succeed in college and careers.

“Our learning structures have to be much more nimble to allow today’s learners to navigate through opportunities where they can see themselves as the authors of their education,” said Martin. “Proficiency-based education is about getting every single student up to a certain skill level and ensuring every student can succeed.”

How I Turned Formative Assessment into a Dialogue with My Students

When formative feedback felt like a dead end, this teacher dug in and figured out how to empower students by making the process a two-way street.

March 14, 2017
James Denby

Educator/Curriculum Developer

A few years ago, formative assessment returned as a frequent topic of discussion in faculty meetings and professional development sessions. I started mulling it over — examining how I did it, how I used it, and how I saw students using it.

Like most teachers, I always knew there were things I could do better, but with formative assessment, I couldn’t really figure out what that was. I made a list of all the things I already engaged in on a regular basis:

  • Meetings with students about ongoing work
  • Writing extensive comments on student work related to specific learning goals
  • Knowledge/learning checks
  • Peer work (editing, revising, commenting, and so on)
  • Good old-fashioned quizzes
  • Goal-setting activities at different points during the year

After some careful reflection, I realized I didn’t need to give more feedback, nor did I need a new formative feedback tool. The problem I faced with formative assessment, I realized, was that the students who needed that feedback the most were the ones not using it. It wasn’t a big group, but in each of my classes I could easily identify a few students who, no matter what I seemed to do, ignored all that formative work.

We needed to figure out why they weren’t using the formative feedback to improve their learning.

Those Google Doc comments on the project we were doing? William turned in a final draft that didn’t reflect any of the improvements I’d suggested. The one-on-one conference in which we talked about how to support an argument with evidence? Michelle didn’t do anything we talked about. The learning-check activities we did about common characteristics in urban civilization? Aaron clearly saw that he couldn’t explain them but seemingly did nothing to remedy the problem.

If I thought about it, it made me crazy, but at least now I knew where to focus. Other students were revising work, studying things they weren’t sure about, and practicing skills. These three weren’t, and the first thing I needed to do was find out why.

Helping Students Own the Process

In the next regular meeting I had with each student, I told each one that we needed to figure out why they weren’t using the formative feedback to improve their learning. The answers they gave weren’t all that surprising, when you think about it. William wasn’t actually sure where to begin or how to incorporate the suggestions I made. Michelle felt like it really wouldn’t make a difference because she just simply wasn’t a good writer. Aaron was somewhere in the middle; he often felt like it was too late to “fix” the problems because there was often too much to do.

This was a good start. Now it was time to formulate a plan.

I asked each student to commit to making one substantive change based on comments or our meeting discussion before they turned in their final draft of the project we were working on. Since the writing portion was in Google Docs, they decided that they would explain how they were following through on feedback in a comment to me.

We talked about how they could use their peer-conferencing and -editing sessions better by incorporating what they wanted to improve into their meeting with a partner. Though it seemed obvious to me, each student was kind of at a loss about how to do that. We settled on asking specific questions (“How can I __?,” “Where can I __?,” or “Is this a good place to __?”). Each student committed to writing down the questions they asked. I followed up on those conversations with a similar discussion and modeling before our next peer-editing session.

Michelle, who previously had never followed through on the ideas we talked about in conferences, decided to focus on her use of evidence. She partnered with another student and asked specifically where she should include her examples and facts. She had the examples and facts, but she just didn’t know where they really fit. I actually heard her say, “But how do I make it fit?” With me, she started asking if the evidence was convincing.

I had already tried to give William focused feedback, but in his first peer conference he asked whether he should work on transitions between ideas or on his introduction. (Remember, this was the guy whose idea of revision had always been clicking “resolve” on a Google Doc comment.) In his final comment response to me, he explained that once he saw the difference in the introduction, it “felt like it was a check-box done” and he could move on to other steps.

Aaron ended up doing something of a combination of William’s and Michelle’s strategies. He worked with me and another student to prioritize what he should work on and how to do it, but he also asked me, through a written comment, if it would be OK to “just focus on sentence structure this time?” He wanted to get that skill down before he worked on anything else. For the first time, I was seeing him address his “gaps,” so how could I not agree?

I made changes in what I did that pushed for more accountability from students but which also made me engage in more of a dialogue in my formative feedback.

What We Learned

In the end, the strategies the three of us agreed to seemed like something every student would benefit from. I made changes in what I did that pushed for more accountability from students but which also made me engage in more of a dialogue in my formative feedback. William, Aaron, and Michelle did not magically transform, but they (and my other students) definitely started to “feel formative” (as we now call it). That idea, that we are still taking shape and not yet fully formed, is what prompts real change.

Traditional Report Cards Are Obsolete

Edweek

Screen shot 2017-03-01 at 12.26.09 PM.pngDepending on where a person teaches, a school district can dictate how often report cards and progess reports will be distributed to students and parents to “communicate learning” and keep families abreast of what is happening in the classroom.

However, the idea of what report cards are and what they actually do is fatally flawed from the beginning.

Communication about learning needs to be ongoing in a meaningful way and paper report cards being mailed home or sent home with students or uploaded onto an online portal as a PDF a few times a year just doesn’t cut it.

Aside from the infrequency of sharing, the content shared is often out of date and/or not a good representation of what students know and can do.

For example, in high school, each subject teacher gets one line to present a letter grade or a number grade (sometimes without any kind of precision or explanation as to what the criteria is) and up to three pre-written comment codes to help explain the grade. Often, these pre-written comments don’t have anything to do with quality of work or skill level, but focus on behavior and compliance.

There are other pieces of information that can be provided such as number of absences and/or midterm or final exam grades.

The act of sharing information isn’t the issue, it’s what we share and how we share it. Many elementary schools use standards based report cards now that focus more heavily on skill mastery and narratives written by the teacher. This is an effective means of communication, but it only happens three times a year in many schools.

There are also parent/teacher conferences, but these conferences often just review the report card rather than go deeper and share more important information that can really help students grow as learners. Ironically, many times the students are not even involved in these conversations which takes the most important factor out of the equation.

Many online systems now make it possible for teachers and schools to share information with parents and students regularly keeping families in the loop about learning, often assignment by assignment with narrative feedback. There are many iterations of how this can happen, but we need to be asking ourselves more importantly what and why we are communicating.

In an ideal world, teachers would be empowering students regularly with feedback that isn’t aligned with grades but rather with mastery standards, offering multiple opportunities for growth.

Here are things we can do differently today:

  • Stop putting grades on everything students turn in. We can provided actual actionable feedback without labeling the quality of it with a quantity.
  • Offer more opportunities for students to get feedback from peers and from the teacher.
  • Invite parents to be a part of the process and involve them in the learning in an on-going way by making out of school learning an integral part of the practice we do every day.
  • Teach students the language of the standards and be transparent in what and why they are learning different skills and content. Make sure the reason isn’t because it’s on a test.
  • Have students reflecting regularly so you can get a fuller read on how much they are actually learning. Often their work and performance won’t tell the whole story.
  • Include students in the conversation about their learning by conferring with them regularly and providing feedback for growth.
  • Allow students to be involved in the assessment process, so they can choose how and what they are learning.
  • Be clear about success criteria and help students understand where they measure up.
  • Truly listen to students and be flexible that learning happens at different paces for everyone and often in different ways.

When we think about preparing students for the world we live in, accountability is important, but teaching students to be accountable in a way that works for them that also helps us know where we need to adjust practice to better suit their needs.

Report cards were a solution once that probably made some form of communication easier. However, the kind of communication it fosters sends the wrong message about what learning should be. As we shift the mindset about learning, we also have be mindful about the subconscious messages we send systemically about what learning actually is.

How can you better communicate with students and families about student learning that makes the outcome more meaningful? Please share

I Will Not Check My Son’s Grades Online Five Times a Day

More and more schools are adopting student information software, allowing millions of parents to monitor their kids’ attendance and academic progress. But should they?

Last week I received a letter from my son’s high school that started like this:

Dear Parent/Guardian,

PowerSchool, our student information system, allows you to create your own account and use a single password to access information for all of your children who attend school in our district. This account allows you to keep up to date with your students’ academic progress, attendance, historical grades, etc.

I believe the letter goes on to detail procedures for setting up an account that would allow me to track nearly every aspect of my son’s academic life. I say, “I believe,” because I have not read the rest of the letter. Our family had known the letter was coming, and we’d already discussed how we were going to handle it.

My husband and I handed the letter over to my 14-year-old son with the promise that we will not be using the system to check on his grades or attendance (or anything else). In return, he promised to use the system himself and keep us apprised of anything we need to know.

We’re not the only family that’s had to decide what to do with “student information systems.” According to Bryan Macdonald, senior vice president of PowerSchool, 70 to 80 percent of the schools that use PowerSchool choose to implement the parent portal, which represents about 9 to 10 million students. “Our best data suggests that over 80 percent of parents and students who have access – meaning their school has enabled remote access – use the system at least once a week…and many users check multiple times a day.”

When I posted a challenge on Facebook encouraging friends to join us in eschewing PowerSchool, I received many comments and emails, none of them neutral. Either PowerSchool and its ilk are best thing that’s ever happened to parenting or the worst invention for helicopter parents since the toddler leash.

Several parents reject the technology on the grounds that they want to talk to their kids face-to-face about school:

I am fairly certain that the fear of facing me with bad academic news was the only thing that kept my kids in line. Take away that moment when they have to look us in the eye, admit to not having studied and the ensuing results….not on your life! -Lisa Endlich Heffernan, mother of three and parenting blogger at Grown & Flown

We don’t use the info, either. We just talk to our kids. -Elena Marshall, mother of eight

Teachers and administrators have mixed feelings:

I like that parents can check grades and I encouraged them to do so. I feel that open communication between home and school is essential in educating children, and only sending midterm and final grades home makes grades seem like a big secret. With parent access on PowerSchool, there are no secrets.  I am bothered, however, by parents who CONSTANTLY check…sometimes 5 or 6 times a day. These parents tend to be the ones who push their children the hardest and are the first to complain when grades aren’t entered on the DAY an assignment is due. As a language arts teacher with 60 papers to grade, I just can’t do that!  I’m not sure parents realize the school can see how many times they access the portal. –Mindi Rench, mother of two and junior high literacy coach and education blogger

Teacher Gina Parnaby tweeted that PowerSchool is a “Bane. Stresses my students out to no end. Freaks parents out b/c they see grades not as a communication but as judgment.” Teacher Dana Salvador wrote in an email that i-Parent, the parent portal her school has implemented is a moot issue for her. This is not because the parents have not chosen to use the software, but the parents of her low-income, ESL students don’t speak English and there is no Spanish version of the software.

For a sampling of what students think about PowerSchool, one need look no far than Twitter.

Ultimately, for many, including mother and teacher Christiana Whittington, the choice to use the unfettered access depends on the child.

I think this may be best viewed as a case-by-case scenario. Our son sailed through school effortlessly with excellent grades but hit one very hard. He procrastinated telling us about his issues. By the time we found out that he was struggling, it was really too late to save him. If we had had the opportunity to check on his grades through the portal, we could have easily prevented this. Our other daughter, being dyslexic, has always struggled in school. She had not yet come to grips with the fact that she is a bright person in spite of her disability and was embarrassed about lower grades especially in the highly competitive environment. For her, we would definitely have chosen to access the portal. I think overall this is a good thing but it can also completely undermine trust between parent and child. You really need to know your child.

For the time being, I choose to trust in the power of open communication and my son’s emerging sense of responsibility and character.  When I handed him the envelope, and asked him to keep me in the loop, he thanked me and returned to his room to do his homework. He has four years of high school ahead of him, and only time will tell if my faith in him is warranted. Until then, I plan to keep my hands out of what should be his business, his responsibility, and his life.

Going Gradeless: Student Self-Assessment in PBL

Edutopia

I like reading professional material. I would posit that most teachers do. Professional reading (OK, all reading, really) allows our thoughts to constantly shift, transform, and travel to currently uncharted mental territory. If we are lucky, we encounter a watershed idea or concept that shatters our thoughts and understanding to such an extent that it requires a complete rebuilding of our philosophy.

I was provided such a moment when I read Mark Barnes’ Role Reversal: Achieving Uncommonly Excellent Results in a Student-Centered Classroom in the spring of 2015. Mr. Barnes advocated using narrative feedback to enter a feedback loop that would culminate in mastery of specific learning targets within the context of a larger project. I was immediately transfixed by this idea. My mind was figuratively blown when Mr. Barnes mentioned that he did this without ever assigning a formal grade until the end of the grading period, at which time he and the student conferenced and agreed on a grade based on feedback. I stewed on this for a roughly a year until I decided, for the good of my students, that I had to do it. I was going to go gradeless. My question became: “How can I implement this in my sixth-grade PBL classroom?”

My Goal

It was my intention to simultaneously promote mastery learning as well as increase students’ ability to metacognitively assess their work against a given set of standards. Here’s how I would accomplish this:

  • Remove grades from the daily equation.
  • Have students reach learning mastery using narrative feedback loops (Mark Barnes’ SE2R model).
  • Students would self-assess their work in a 1:1 conference with the teacher at the end of the quarter, at which time student and teacher would agree upon a final grade.

My Plan

I knew that I needed to maintain accountability to various stakeholders in this process — the students, their families, and the administration. After a great deal of thought, I came up with the skeleton of a plan that looked like this:

    1. Use the SE2R model to provide feedback on our two PBL projects per quarter via documents created on Google Classroom. There would be no grades assigned to any of the projects, just feedback.
    1. Furnish families with an outline of the process at the beginning of the quarter, complete with learning targets and the research behind this process.
    1. On the first day of the quarter, provide students with a list of the learning targets for the following nine weeks.
    1. Administer approximately one standards-based assessment per week on the provided learning targets using the program MasteryConnect.
      • The results of the assessments would be placed in our online grading system for parent viewing. However, the results would not calculate toward a final grade.
      • The assessment scores would be used as data points in our end-of-quarter meeting.
  1. Confer with individual students on the last two days of the quarter and ask them: “Based on the project feedback that you received, the standards-based assessments that you took, and your ability to elaborate on how you showed evidence of the learning targets in your projects, what grade do you feel that you have earned this quarter?”
    • If I agreed with the student’s response, I would put that grade into the grading system.
    • If I didn’t agree, I would interject my viewpoint based on the feedback that I had given, as well as on the results of standards-based assessments. I would then ask the student to reevaluate his or her response to encourage deeper metacognitive thinking.

The Results

I’ve only been officially gradeless for less than a quarter, but the results have been astounding. As soon as the students came to understand and be comfortable with the process, my inbox has been continuously flooded with their emails asking me, “What can I do better?” The conversation has completely shifted from getting a grade to learning. It’s been amazing! Similarly, when I communicated this process to students’ families, I thought I would be walking into the lion’s den. Of the 80 families who received that communication, I heard back from only three — and all three said, “Sounds awesome.” All in all, it’s been a wonderful experience, and a true illustration of the power that the written word can have over all of us. (Thank you, Mark Barnes!)

I would love to hear your feedback, thoughts, or other ideas in the comments section below. And please feel free to follow our story this year at our Byron 6th blog.

Missouri School District Eliminates Grades K-6

Neosho students ‘take ownership’ of their education

  • By Ariel Cooley acooley@joplinglobe.com
  • Aug 4, 2016
  • Joplin Globe

NEOSHO, Mo. — When school starts in Neosho in about two weeks, some students won’t have to worry about receiving an “F.”

Kindergarten to sixth-grade classrooms will be implementing a new grading system that is standard based.

The new system breaks down subjects into standards. The students will receive a 1 to 4 for each standard, with “1” meaning the student is “emerging,” but does not yet understand the standard. A “4” means the student is “advanced” and understands the standard completely. Participation and behavior will still be important, but will be evaluated separately from academics.

“Ultimately, the benefit as a school leader is that once you put standards in place and you have a way to assess where a student is,” said Superintendent Dan Decker. “It allows us to tailor make the education for each student.”

Students who master content more quickly than others will be able to move on to more challenging material. Teachers will be able to pinpoint where other students are struggling and help them to move ahead.

Becky Sears, assistant superintendent of curriculum, said the goal is for every student to be at a “3” in each standard by the end of the year.

“It’s all about progress and learning,” she said.

Though Sears said she hopes to implement some of the standard-based grading philosophy at the high school, she doesn’t expect to be able to be able to stray away from the traditional letter-grade system.

“If they have an assignment and do really poorly, but go spend some extra time working on that standard, they could come back and show us they have improved in their learning,” Sears said.

Students and parents will receive detailed explanations of the new grading system, what each number means and how to progress from one number to another.

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“It will really put the ownership of the learning back into the student’s hands,” she said. “They will have so much information and will know how to get to the higher level.”

Students will have ample time to work on each standard. Unlike traditional grading, after the final test on the subject they will still have chances to learn and show their teachers they have mastered the standard.

“It will help to keep us from leaving students behind that really haven’t grasped it yet,” Sears said.

Sears said that eventually they will individualize instruction for each child. This, she said, will require more work and research from the teachers, but a lot of teachers have already started doing this on their own.

A few teachers began using the grading system last year as a sort of test run. Sears said that in those classrooms, students are already “taking ownership of their education and are more motivated and engaged in their learning.”

Eileen Ford, principal at Neosho Middle School, said she is excited about the change.

“With standard-based grading, the number is only what the child knows,” Ford said. “So it actually gives you a more valid picture of their learning level.”

Ford said she thinks parents will like the new system, too. “It will let them know how to help and their child know how to improve to reach that goal and that standard,” she said.

Origin

Some schools adopted a standard-based grading system as early as the 1970s and 1980s. T.H. Bell, the U.S. Secretary of Education at the time, created a task force that wrote “A Nation at Risk” in 1983. The report detailed educational standards and gave recommendations to improve the quality of education in the United States.