Conversations
about grading practices can be difficult to approach. Few schools or school districts have
established common grading practices.
One district working to develop common practices came to the realization
that, “Grading is one of
the most private experiences for students and teachers in the learning process.” (Erickson, J. 2010)
No
matter how uncomfortable the conversation may be, school leaders in systems
without common grading practices should be having conversations with teachers
about the impact of grading practices on student success. Establishing grading practices that are
equitable and support student learning requires teachers to challenge their
beliefs and think about what grades represent.
Grading practices that promote equity focus on what students learn. Grading practices that are equitable do not
focus on behaviors such as organizational skills or the students access to
support systems.
One
of the first steps of implementing common grading practices in a school system
is to develop a common purpose statement that is agreed upon by all staff. Schools with firmly entrenched practices may
want to take a scholarly approach to this issue by researching current best
practices, engaging in book studies and providing opportunities for
professional debate and dialogue such as socratic seminars or philosophical
chairs. It is important to acknowledging
how difficult it is for teachers to let go of past practices and to provide a
safe path to change.
Teacher
judgement is a large factor in grading. Assisting teachers to develop belief
systems and practices that help them make good judgements focused on student
learning benefits the student and the teacher.
Grading systems won’t change without thoughtful and
deliberate conversations. Grading
practices are mired in belief systems that cause discomfort among
teachers. Teachers may struggle with
change because to change you have to effectively admit that your previous
practice was not effective and that is not a comfortable state for some. Teachers are professionals who want to excel
in their job and feel competent.
Admitting you are not sure can be scary. Teachers may not know what the
new way of grading will look like and how to go about implementing the
changes. Guiding staff through difficult
changes in a way that helps them safely challenge their own beliefs and
integrate new ideas will yield positive results for students.
The
book, Grading Smarter Not Harder by Myron Dueck (2014) is a great way to
start a discussion with around grading practices. This book inserts actual stories and humor to
explain how Dueck’s grading practices
have evolved over time. It illustrates
how strategies that work effectively are often found because you attempted a
strategy that failed. This non-threatening approach makes it easier for
teachers to be willing to take risks and try something new.
School
systems striving for equity must address the issue of grading. Inconsistent grading practices make it
difficult for students who struggle with navigating systems. This can hinder students progress towards
on-time graduation, students’ own beliefs about
themselves and even college admission.
The college admission process is extremely competitive. It is important that we know we are not
keeping students out who have the ability to earn and do well even if they don’t show the
behaviors we desire. Let’s work together to
make grading about what students learn.
Erickson, J. A.
(2010, March). Grading practices: The third rail. Principal Leadership, 10(7),
22–26.
Dueck,
M. (2014). Grading Smarter, Not Harder: Assessment Strategies That Motivate
Kids and Help Them Learn. ASCD.
Sally
Lancaster Ed.D.,
Principal
Everett
High School
Everett
School District
