Here is a simple test I wish every teacher and administrator would mentally work through. For each class or section I would like the teacher to create a list of students from first to last based on their overall mastery of the essential concepts and skills covered in the course. I would then like them to make a second list which is just the rank order of students based on their percentage grade.
If the two lines are not exactly the same, then I ask, “what is the point of grading?”
If our grading system does not equate to the level of mastery of essential concepts and skills, then what does it actually mean or reflect?
The above question is not rhetorical. The issue is that when incredibly well intentioned, thoughtful, and successful teachers in the same building or district answer this question they too often come up with significantly varied responses.
Sometimes the grades reflect compliance. Sometimes they reflect behavior. Sometimes they include extra credit for superficial tasks. Sometimes they refuse to allow for re-takes or additional attempts to demonstrate mastery. The issue is that when we have so many ‘sometimes’ that we have rendered the process of assigning grades absolutely meaningless, while at the same time, the assignment of grades still remains incredibly meaningful to parents, students, and even colleges.
There are two other massive elephants in the room that deserve to at least be considered. First, the statistical model of grading makes no sense when (typically) you have 59 plus opportunities to earn a failing grade and only 10 to earn an A. Said differently, the steps from A to B to C to D and to F are all the same, but from an F to a D could be 10% or it could be 50%. In those situations, while we know grades aren’t motivating, they certainly can be demotivating.
I also know that the dreaded territory of retakes and multiple chances to show mastery will lose some of you – but it is worth it to me to explore. The way I see it is that we have two choices when it comes to learning. Either time is fixed and learning is variable – meaning we have two weeks to learn the subject and if you do not, too bad. Or, time is variable and learning is non-negotiable. This means that we are mutually committed to learning the essential concepts and skills no matter how long it takes or how much effort it demands from both (teacher and student) of us. I will also assert that I know subscribing to the ‘learning is non-negotiable and the time is variable’ mindset takes a TON of logistical considerations. That said, (and this will be another blog/newsletter) great assessments do a lot to alleviate this burden.
Let me put this another way – if whatever cohort of people who were reading this were all on a SpaceX flight to colonize Mars and were charged with creating the educational system on that planet, there is absolutely no way we would construct it with an A through F scale with arbitrary percentages equating to a specific grade. We simply know enough about how learning works, how grading does not influence achievement, but feedback does, to continue down this path.
This is not me “pitching’ standards based grading. While I see standards-based grading as a DEFINITIVE improvement over traditional grading, I have also seen it bastardized enough to know that it is not a universal solution. I am just asking that everyone take a second and ask themselves a few questions.
- If we were to ‘invent’ grading right now what would it look like?
- If grading in your classroom or school does not reflect mastery, then what is the point?
- If we are so concerned about compliance and behavior, aren’t we collectively smart enough to find a way to track and measure that independent from grading?
- If we were truly and solely focused on all kids learning essential concepts and skills and reporting back on that, might that have the potential to transform our practice and student motivation in the classroom?
As I said before, I do not think this is easy. But, I do, unequivocally think this is the right conversation to have both internally and externally.
THE BEST THING I READ/WATCHED THIS WEEK
Bill Daggett’s Rigor and Relevance Framework
This has been revised over time, but this whitepaper on rigor and relevance is a MUST read on an annual basis for any instructor. I think it does the incredibly important task of explaining something undeniably complex in very simple and easy to understand terms.
TWO PEOPLE/ORGANIZATIONS YOU SHOULD KNOW
Two people who have been instrumental in helping me keep my sanity this summer that I would not have guessed in June are Todd Dugan and Dan Cox – fellow Illinois superintendents. Great men working hard to do what is best for their districts. Give them a follow.
Lori Franke-Hopkins
Out of the Trenches Podcast
WHERE YOU CAN FIND ME
ON DEMAND – Manage Your Time or Time Will Manage You Book Study
ON DEMAND – Communications – MicroCredential Certification through Illinois Principals Association
September 27th – Perry, Florida
September 30th – IASA Conference
MORE OF MY MUSINGS
Dr. Efrain Martinez and I chat around ‘The Journey’ of Leadership
A Keynote turned into a Podcast from IEI Spring Summit in Colorado
MCUSD Staff Room Podcast – End of Year Reflection
Transformative Principal with Jethro Jones (w/ Mike Lubelfeld and Nick Polyak)
Writing
Ed Week Opinion – Actions Administrators Can Take to Provide Better Support
Leadership has always been about two key elements in my mind. First, we have to grow the capacity in the humans we serve. Second, we have to be able to help people imagine a different and better tomorrow for their classrooms and our schools. This is still the charge.
Illinois Association of School Boards Journal – Money Talk: Three Core Principles to Drive the District Forward
“Having money isn’t everything, NOT having it is.” — Kanye West
I am not positive, but I am pretty sure that I will be the first person to ever quote Kanye West when writing for the Illinois School Board Journal. But, in my experience, there is no comment or quotation that is truer when it comes to executive- and governance-level leadership of school districts.
As the quote indicates, having money will not necessarily make you a successful school district or a successful school board. On the flipside, however, not having the money necessary to do the work, or having had the money and mismanaged it, is almost always the key to being unsuccessful.
Edutopia – Leading with Integrity
“Every time you choose to avoid a difficult conversation, it is a selfish decision. Why? Because the only person who could possibly benefit from avoiding a difficult conversation is you. And that win is only emotional and temporary.”
Thanks for taking the time to read this newsletter.
It would mean the world to me if you could share it with one person each week. We all get one chance to live a life of passion and purpose. Help me maximize my one at-bat.