Traditional grading creates more problems than it solves
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A recent article at the New York Times illustrates just why I’m a fan of Equitable Grading and Instruction (EGI). The issues described in the article highlight deeper problems with traditional grading schemes. Moving towards EGI, with established learning targets, rubrics aligned to those targets, and opportunities to re-take assessments, could alleviate much of the anxiety for students and parents that the article highlights.
Rather than focusing on accumulating points in a grade book, with EGI, students aim to demonstrate mastery of concepts through multiple attempts. Teachers provide actionable feedback tied to rubrics so students understand where they need to improve. Parents could then have constructive conversations with children about progress towards learning goals, rather than interrogating each grade. With an emphasis on growth and mastery for all, rather than sorting based on performance, EGI gives students agency over their learning and reduces dependence on hyper-vigilant monitoring of scores. This cultural shift could solve many of the problems introduced by simply digitising traditional grading systems.
In the maths classes that I support, the quiz / test cover sheet features the grading rubric and the learning target(s) being assessed. Students know exactly what is expected and how each item will be scored. When they get their graded tests back, the bottom of the cover page gets signed by a parent, with the student indicating how they plan on working towards a re-assessment, if needed.
Students then work on an error analysis, and get their parents’ sign-off before taking a re-assessment. If, for example, they scored a 1/4 on a learning target on the first assessment, and they score a 3/4 on the re-assessment, the old grade goes away and is replaced by the new grade. The goal, again, is mastery of the subject matter, not the accumulation of points. Again, I think EGI represents a better path forward vs. the article’s advice - just calm down and don’t stress too much about grades.
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Traditional grading creates more problems than it solves
Traditional grading creates more problems than it solves
Traditional grading creates more problems than it solves
A recent article at the New York Times illustrates just why I’m a fan of Equitable Grading and Instruction (EGI). The issues described in the article highlight deeper problems with traditional grading schemes. Moving towards EGI, with established learning targets, rubrics aligned to those targets, and opportunities to re-take assessments, could alleviate much of the anxiety for students and parents that the article highlights.
Rather than focusing on accumulating points in a grade book, with EGI, students aim to demonstrate mastery of concepts through multiple attempts. Teachers provide actionable feedback tied to rubrics so students understand where they need to improve. Parents could then have constructive conversations with children about progress towards learning goals, rather than interrogating each grade. With an emphasis on growth and mastery for all, rather than sorting based on performance, EGI gives students agency over their learning and reduces dependence on hyper-vigilant monitoring of scores. This cultural shift could solve many of the problems introduced by simply digitising traditional grading systems.
In the maths classes that I support, the quiz / test cover sheet features the grading rubric and the learning target(s) being assessed. Students know exactly what is expected and how each item will be scored. When they get their graded tests back, the bottom of the cover page gets signed by a parent, with the student indicating how they plan on working towards a re-assessment, if needed.
Students then work on an error analysis, and get their parents’ sign-off before taking a re-assessment. If, for example, they scored a 1/4 on a learning target on the first assessment, and they score a 3/4 on the re-assessment, the old grade goes away and is replaced by the new grade. The goal, again, is mastery of the subject matter, not the accumulation of points. Again, I think EGI represents a better path forward vs. the article’s advice - just calm down and don’t stress too much about grades.
The AutSide is a reader-supported publication. To support my work, consider becoming a paid subscriber.