Image Source -
My learning journey through grades has been first to use them as a way to force compliance. This is what I grew up with. This was what I experienced all my teachers do. Points for each assignment and then add up all the points and create an average. I often heard "Do this assignment/project/quiz/test because if you don't, I will enter a bad grade."
Once I learned grades do not motivate or necessarily show learning, I knew I had to change my practices.
I had to evaluate the "Why." What am I wanted our focus to be on while we are together.
I DO NOT WANT OUR FOCUS, TIME, ENERGIES TO BE ON A GRADE.
Learning is not a competition. Learning should not involve force/compliance.
For all of my classes, I want the focus will be on learning and not the accumulation of points and grades.
I know that this is going to go against much of what students/parents/teachers have been "trained" in but in order to promote curiosity, questioning, and intellectual risk-taking, the barriers, as I see grades, need to be taken away.
"The master's tools will never dismantle the master's house."
- Activist and Scholar Audre Lorde (1984)
Because I am not concerned about grades does not mean I am not concerned about learning. I want to foster an environment of reflection and growth in order for students to achieve their levels of learning.
I believe this process of evaluation of learning will honor the our young people and their learning journey.
Weekly Reflections
Because grades will not be used except at the mandatory reporting times, I still want caring adults, parents/guardians/support educators, to still understand where their student is. Students will be asked to provide a caring adults email so that a copy of their Weekly Reflection can be emailed out. If you are not receiving this weekly update, please as your student. There may be a mistake in the address being entered and this can be a quick fix.
Self-Evaluated Progress Reports
Progress Reports are required to be sent out around the half-way point of the quarter. At this time students will be asked to self-evaluate their progress in their learning. I will read through their evaluations and approve their evaluations. I will also engage in any conversations that are needed because of my professional observations of the students progress.
Grading Conferences - Quarter Grades
The system that we are currently in still demands a grade. I am structuring conferences with the students to determine their "grade" at the required reporting times throughout the year, this includes the final quarter grade. Students will be evaluating their learning and justifying where they are with evidence that supports their position. The evidence that the students will be drawing from will be their demonstration of learning through their Project, their learning activities and their processes that they will learn and engage in throughout the quarter/semester.
My professional promise to students is there will not be any surprises when it comes to the "final" evaluation grades that are to be entered that determines credit/no-credit.
Sources
UNgrading: Why Rating Students Undermines Learning (and What to Do Instead) Edited by Susan D. Blum
Human Restoration Project
Teachers Going Gradeless
Once I learned grades do not motivate or necessarily show learning, I knew I had to change my practices.
I had to evaluate the "Why." What am I wanted our focus to be on while we are together.
I DO NOT WANT OUR FOCUS, TIME, ENERGIES TO BE ON A GRADE.
Learning is not a competition. Learning should not involve force/compliance.
For all of my classes, I want the focus will be on learning and not the accumulation of points and grades.
I know that this is going to go against much of what students/parents/teachers have been "trained" in but in order to promote curiosity, questioning, and intellectual risk-taking, the barriers, as I see grades, need to be taken away.
"The master's tools will never dismantle the master's house."
- Activist and Scholar Audre Lorde (1984)
Because I am not concerned about grades does not mean I am not concerned about learning. I want to foster an environment of reflection and growth in order for students to achieve their levels of learning.
I believe this process of evaluation of learning will honor the our young people and their learning journey.
Weekly Reflections
Because grades will not be used except at the mandatory reporting times, I still want caring adults, parents/guardians/support educators, to still understand where their student is. Students will be asked to provide a caring adults email so that a copy of their Weekly Reflection can be emailed out. If you are not receiving this weekly update, please as your student. There may be a mistake in the address being entered and this can be a quick fix.
Self-Evaluated Progress Reports
Progress Reports are required to be sent out around the half-way point of the quarter. At this time students will be asked to self-evaluate their progress in their learning. I will read through their evaluations and approve their evaluations. I will also engage in any conversations that are needed because of my professional observations of the students progress.
Grading Conferences - Quarter Grades
The system that we are currently in still demands a grade. I am structuring conferences with the students to determine their "grade" at the required reporting times throughout the year, this includes the final quarter grade. Students will be evaluating their learning and justifying where they are with evidence that supports their position. The evidence that the students will be drawing from will be their demonstration of learning through their Project, their learning activities and their processes that they will learn and engage in throughout the quarter/semester.
My professional promise to students is there will not be any surprises when it comes to the "final" evaluation grades that are to be entered that determines credit/no-credit.
Sources
UNgrading: Why Rating Students Undermines Learning (and What to Do Instead) Edited by Susan D. Blum
Human Restoration Project
Teachers Going Gradeless