As I mentioned last week, I had the opportunity to visit the Lucy School to see a private arts integration elementary program in action. It was a fantastic trip which reignited my passion to dream about what the future of public education could look like. Not to say that everything at the Lucy School could be accomplished in public schools – but much of what they do could be adapted for the reality of public education. One thing that I saw there, though, that I’ve been struggling with a lot lately is their grading policy.
Essentially, they don’t have one.
What this means is that instead of providing letter grades to students, the teacher write narratives of student progress throughout the quarter, strengths and weaknesses and scores from their most recent running records or BCR’s (brief constructed responses – which is what Maryland uses on their statewide assessments). The Lucy School believes letter grades are meaningless – they don’t show parents, teachers, and students anything but a single letter as the sum total of the work that a student has achieved.
I find this rather interesting, exciting, and somewhat naive all at the same time.
While I agree that slapping a letter grade onto an entire subject as what a student “earned” is pretty meaningless, I also believe that many students (and many parents, for that matter) have an innate need to know how they are achieving compared to a 100% total. I know that, for me, that percentage and letter grade were an important way to provide me with internal motivation using an external motivator. I strived and competed against myself to see if I could push my own abilities beyond the grade I had previously received.
Also, I know that when I worked for something, I always wanted it to be the best – and a letter grade helped me to visualize that pinnacle. Now, I’m not saying that’s healthy – it’s probably far from it – but I am saying that’s a reality for a lot of students out there.
The part about grading that I’ve always struggled with is in the parents’ perceptions of what that letter grade means.
It’s one thing if a student uses a letter grade as motivation to do better. It’s a totally different story if a parent is using a letter grade to compare their child and his/her performance against another child. Many parents take this motivator and distort it into some sort of trophy race, as if their child is “better” for having received an “A”. I can also tell you from experience that the “A” doesn’t mean that you learned to content better than anyone else and can apply it beyond that class.
Instead, it usually means that you’re just better at studying, memorizing, and manipulation on paper than everyone else. So when parents use a grade as a sort of tally system for how well their children are doing compared to everyone else (a sort of sick “keeping up with the Jones'” mentality), the grades again become meaningless.
So using a narrative seems like a very concrete way of putting all of this into perspective.
The teachers get to know their students and their abilities on a very deep level, can extrapolate the essence of what a child needs to work on and what they do well, and provides an opportunity to give parents information on how their child is progressing without making it into a game “against” anyone else except their own child. I personally love the idea of writing narratives each quarter. Except….
When you have 30 children in a class, writing a narrative of 1-2 pages becomes quite difficult for teachers given current time restraints. Also, there are no summative means to define how a student is progressing in a content area. Narratives can be very subjective, given their personal nature. Not to mention that our whole public school system is based on a standard grading scale by which students, schools and even teachers are measured.
So while the reality of using narratives seems far off, the premise of getting to know our learners, communicating better with parents, and providing a learning environment that challenges our students internally, rather than through external motivators are certainly realistic goals. While I’m not sure that doing away with grades completely is the answer, there is certainly room for other methods within this debate.
Join in on this conversation….what do you think about our current grading policy? I can’t wait to hear what your ideas are!
Nothing is off the table – from schedules, to providing breaks, to delivery of content – everything should be flexible when it comes to changing education. Can minimalism work in schools?
Susan Riley is the founder and President of EducationCloset.com. She focuses on teacher professional development in arts integration, Common Core State Standards, 21st century learning skills, and technology. She is also a published author and frequent presenter at national conferences on Arts Integration and Arts and the Common Core.
Susan holds a Bachelor of Music degree in Music Education from the prestigious Westminster Choir College in Princeton, NJ and a Master of Science in Education Administration from McDaniel College in Westminster, MD. She lives in Westminster, MD with her husband and daughter.