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DeTestingandDeGradingSchools June2013

ReducedtoNumbers:FromConcealingtoRevealingLearning
byJoeBower
Amarkoragradeisaninadequatereportofaninaccuratejudgmentbya biasedandvariablejudgeoftheextenttowhichastudenthasattainedan indefiniteamountofmaterial. PaulDressel(1957) IamnotthesameteacherIusedtobe.WhenIstarted,Iwasfocusedonpowerandcontrol.I assignedloadsofhomework,dishedouthugepenaltiesforlateassignments,assignedpunishments forrulebreakingbehavior,andaveragedmarkstodeterminethestudentsfinalgrade.Ididsome ofthesethingsbecauseIwastrainedtodosoinuniversity.However,mostoftheseteaching strategieswerebeingdonemindlesslyand,forthemostpart,IwassimplyteachingthewayIwas taught. IttookonlysixyearsbeforeIwantedtoquitteaching.Ihadbecomeincreasinglyunhappywithmy teachingandmystudentslearning.Iwastiredoflaboringthroughhoursandhoursofmarking, andIhatednaggingkidstocompletetheirhomework.InsteadofstudentsaskingWhatisthis questionworth?Iwantedthemtoactuallygetexcitedaboutthecontent.Iwantedchange,andI cameclosetothinkingthatchangerequiredmetoleavetheprofession. Insteadofpullingtheplugonwhatcouldhavebeenashortteachingcareer,Istartedtoquestion thetraditionalpedagogythatIhadsomindlesslyadopted.Ibeganaskingquestionsthatwould challengethestatusquo.Manyprofessionaldevelopmentconferencesprovideteacherswith opportunitytoaskquestionssuchasHowdoImarkbetter?orHowdoIgetmystudentstodo theirhomework?Atfirstglancetheselooklikechallengingandprovocativequestions,butthey arestillquestionsthatpromotemoreofthesame.FarmorepowerfulquestionsareWhydoI mark?orWhydoIassignhomework?Investigatingthemotivesforouractions,ratherthan merelyexaminingourmethodsofimplementation,isabetteruseofourtime,particularlyifthe subjectinquestionisabelieforhabitthatwevecometoacceptasagiventruth.Ihavecometo seethat

[t]hereisatimetoadmirethegraceandpersuasivepowerofaninfluentialidea,and thereisatimetofearitsholdoverus.Thetimetoworryiswhentheideaisso widelysharedthatwenolongerevennoticeit,whenitissodeeplyrootedthatit feelstouslikeplaincommonsense.Atthepointwhenobjectionsarenotanswered anymorebecausetheyarenolongerevenraised,wearenotincontrol:wedonot havetheideaithasus.(Kohn,1999a,p.1) Fortoolong,Iwaslettingschoolinggetinthewayofmyteachingandtoomanyofmyteaching practiceswerebasedonpedagogythatwasatbestunhelpfulandatworstharmfultomylongterm goals.Throughcriticalquestioningandextensiveresearch,Icametotheconclusionthatmy pedagogyhadtorevolvearoundonepriority:learning.Iftherewerethingsthatworkedtosabotage learning,thenitwasmyprofessionalresponsibilitytoremovethem. Since2006,Ihaveworkedtoidentifyandremovethingslikegradingthattraditionalschoolhas doneforsolong.AndwhenIsharethiswithothers,Ireceivemixedresponses.Somelisten intently,noddingtheirheadsinagreement,asifdeepdowntheyhavealwayssensedsomething wrongwithwhatSeymourPapert(1988)describedasSchoolwithacapitalS,whichisaplace thatheexplainsashavingabureaucracythathasitsowninterestsandisnotopentowhatisinthe bestinterestofthechildren.Unfortunately,whenmostpeopleclosetheireyesandthinkoftheir Schooling,manyhaveexperiencednootherkindofSchoolthantheonewithacapitalS.Some listeninshockandaweathowschoolcouldevenfunctionwithoutsuchthingsasgrading.The peoplewhohaveahardtimecomprehendinghowchildrencouldlearnwithoutextrinsic manipulatorsconcernmethemost.Theyaresoinvestedintraditionalschoolingthattheyhave neverquestioneditsfoundation.Unfortunately,somehaveadistrustfulviewofthenatureof childrentheybelievethatwithoutgradingtherewouldbenothingtostopchildrenfromrunning amok. TheDayIAbolishedGrading OldSchoolisnotaplaceitisastateofmindthatthinksverylittleofthemind.Iremembertheday inNovember2006thatIchosetonolongersubscribetoOldSchool.Iremembersearchingthe WebforalternativestogradingandfindinganarticletitledTheCostsofOveremphasizing Achievement(Kohn,1999b).ItwasthefirstAlfieKohnarticleIhadeverread,butitwouldbe farfromthelast,anditprovedtobethepedagogicalpillthatIhadbeenlookingfortocuremy ailmentsforgrading.Irememberdevouringthearticleandreturningtomygrade8classroomthe nextdaywithasenseofrevitalizedurgencythatIcouldnotwaittosharewithmystudents. Thatyearmyteachingassignmentincludedtwoclassesofabout30grade8studentswhomI taughtlanguageartsandscience.Inanefforttointegratethetwosubjects,Ihadassignedmy studentstowriteanessayontheparticlemodelofmatter.Asfarastheyknew,Ishouldhavebeen gradingtheirpapers,butIwasabouttoblowtheirminds.IwalkedintoclassandannouncedthatI

haddecidednottogradetheiressays.Iwasbeamingwithexcitementtheywerenot.Suddenly,the airbeneathmywingshaddisappeared.Myexcitementwaslostonthem,andIwasdisheartened. Butwhathappenednextbothappalledandenlightenedme.Istoodthereatthefrontoftheclass andheardwhatsoundedlikeall30ofthemyellinunison,Youmeanwedidthisallfornothing? InitiallyIfeltlikeIhadbeenkickedinthegut,butthenIfeltliketheGrinchwhenhisheartgrew threesizesthatday. TheirdisgustwasalltheproofIneededtotellmeIwasontosomething.Theyhadcompletedtheir essaysbecausetheyexpectedagrade,andtheyfiguredIhadbetterkeepmyendofthebargain. Theydidnotcareabouttheparticlemodelofmatter.Theydidnotcareabouttheiressayssentence structureorparagraphing.Therewasnoloveforlearning.ItwasagamethatIwasperpetuating, andIwasdoneperpetuatingit.Irememberlaughingtomyself,thinking,Isthisallafacade?Why arewehere?Ihadtoslapmyselfbeforetheseexistentialquestionswenttoofar.Ispentthenext fewmonthssharing,explaining,collaborating,detailing,showing,andworkingwithmystudents onhowIcametotheconclusionthatgradinghadtogo.Afewbrainiacsdidnotagree.Some thoughtIwasnuts.Mostcared.Alllistened. Itookariskthatday.Mycourseoutlinehadsuddenlybecomenullandvoid.Mystudentshad becomeformativeassessmentguineapigs.SohowdidIsurvive?Well,atthetime,Icannoteven tellyouthatIwasallthatwellreadonthesubjectofreallearning,formativeassessment,or abolishinggrading.Iwasinexperiencedandmorethanalittleindulgent.Isurvivedbecausepeople trustedandsupportedme.Myadministration,students,andtheirparentstrustedme.Iwasafforded enoughroomtoworkthatIcouldbecometheeducatorIthoughtImightsomedaybecome.Asan educator,itwasthedayIreinventedhowItaughtandwhymystudentslearned. NoGoodReasontoGrade OnceIwasabletomovepastsimplyaskingHowdoIgradebetter?IrealizedthatIneededto focusmoreonWhydoIgradeatall?Thereisalotofcommonsensearoundwhywegrade students,butifyoulookclosely,theconventionalwisdomdoesnotmakeallthatmuchsenseand isunfortunatelyalltoocommon. Wegradetomotivate.Conventionalwisdomtellsuswegradestudentstoartificiallyinduce theirextrinsicmotivationtostrivefortherewardofahighgrade,ortoavoidthe punishmentofalowgrade.Eitherway,itisthecarrotorthestickthatisthedrivingforce. TheproblemhereisthatweneedtostopaskingHowmotivatedaremystudents?and startaskingHowaremystudentsmotivated?(Brandt,1995.para.40).Motivationisnot asingleentitythatyoueitherhavealotorlittleof(Deci,1996).Therearetwokinds: intrinsicandextrinsic.Ifyouareintrinsicallymotivatedthenyouaredoingsomethingfor itsownsakeifyouareextrinsicallymotivated,youaredriventodosomething,ornotdo

something,basedonarewardorpunishmentthatmaybewaitingforyou.Butthatisnot eventheinterestingparttherealcatchhereisthatthesetwokindsofmotivationtendto beinverselyrelated(Kohn,1999a).Whenyougrowstudents'extrinsicmotivationby bribingthemwithhighgradesorthreateningthemwithlowgrades,youruntheriskof growingtheirextrinsicmotivationwhiletheirintrinsicloveforwhatyouwantthemtolearn shrivels.Gradescanonlyevergainshorttermcompliancefromstudentswhenwhatwe reallydesireistheirauthenticengagement.Ifwegivegradesandourstudentsare uninterestedordisengaged,mightitbebecausetheyaresearchingforamoreintrinsically motivatingreasontolearn?Isupposewecouldusegradestoartificiallyinducechildrento learn,butIwouldhopewecouldhelpthemfindarealreasontodoso.Needlesstosay, playingonchildrensextrinsicmotivationtolearnis,atbest,aquestionablepractice. Wegradetorankandsort.Gradesallowustoplacestudentsnicelyonanartificial hierarchysothatwecankeepdetailedrecordsofwhoisatthetopandwhoisatthe bottom.Whenwetrackstudentslikethis,weencouragethemtoseelearningasa competitiveendeavorwheretheirpeersarenothingmorethanobstaclestobeconqueredto guaranteeonesownsuccess,and,bydefinition,whenstudentscompeteagainstone another,theycooperateless.Theproblemhereisthatcompetitionisforthestrong,and publiceducationisforeveryone.Weneedtospendfarlesstimecaringaboutwhois beatingwhomandcarefarmoreabouthelpingallchildrenlearn.Sadly,focusingour limitedtime,effort,andresourcesonrankingandsortingchildrenisofteneasierthan ensuringthattheyalllearn.SomecountriessuchasFinlandnormallyavoidgradebased assessmentsforelementarystudentsbecausetheywanttoavoidhavingtheirchildren rankedandsorted(Sahlberg,2011). Wegradetoprovidefeedback.Bydefinition,agradeisanyattempttoreducelearningtoa symbol.Itisimportanttonotethat75%,B,andproficienthavedistinctionswithouta difference.Agradebyanyothernameisstillagrade.Gradesprovidestudentsandparents withanideawheretheystandincomparisontotheirpeers,withoutgivingthemthe informationtheyneedtofigureoutwhattheyhavedonewellorhowtheycanimprove. AccordingtoButler(1988),gradesareaprimitiveformoffeedbackthatgrowsstudents egosandheadsizewithouteverencouragingthemtogrowintellectually.Evenifteachers somehowdevelopedtheperfectgradingsystemthatreliablyrankedandsortedchildren withimpeccablevalidity,placingtheproperlabeloneachchildasiftheywereaslabof meatreadytogotomarket,itislikelywecouldgivethesystemeverythingitcouldever wantwhileprovidingthechildrennothingtheyreallyneed.Thereisalsoanargumenttobe madethatlearningcannotbemeasuredbutitcanbeobservedanddescribed(Lucido, 2012).Becausemeasurableoutcomesmaybetheleastsignificantresultsoflearning (LindaMcNeilascitedinKohn,1999e,p.75),thereisnoneedforustolaborover

reducingstudentlearningtoagradeitissimplynotwhyIbecameateachernorisita gooduseofmylimitedtimeandeffort.Inotherwords,thebaneofreducinglearningtoa numberisthatitinevitablyovervalueswhatcanbequantifiedandundervalueswhat cannot.Asforparents,thebestfeedbacktheycanreceiveabouttheirchildrenslearningis toobservetheirchildrenlearningnoreductionistdataarerequired.Itmightbearguedthat thebestkindsofinformationaboutchildrenslearningmightneverfitontherefrigerator. Wegradetopreparechildrenforfuturegrading.Wehaveadangerouspreoccupationwith preparation.Collegedoesnotbegininkindergartenkindergartenbeginsinkindergarten(Bonawitz etal.,2011).Whenschoolconfusesharderwithbetterandbecomesaracetodoeverythingearlier andfaster,schoolbecomesdevelopmentallyinappropriate(Kohn,1999c).HoldingK12hostage topostsecondarysarchaicgradingpracticesisbutonemorewaytostifleinnovation. WhatReplacesGrades Iseethecaseagainstgradesashavingtwoparts.Oneistomakethecaseforwhyweshouldnot begradingatall,andtheotheristomakeacaseforwhatweshouldbedoinginplaceofgrading. Becausetheprimarypurposeofassessmentistoimprovestudentlearning,Ihavecometoliveby whatAlfieKohnhasidentifiedasBrunersLaw,whichistosaythatweshouldtryandcreatean environmentwherestudentscanexperiencesuccessandfailurenotasrewardandpunishment, butasinformation(ascitedinKohn,1999e,p.191).Inasentence,Bruneroutlinesforusboth whatweshouldandshouldnotbedoingwhenweassess.Weoftenseriouslyoverestimatethe effectivenessofjudgmentandevaluationasapreconditionoflearning,andbecausegradescan onlyeverbeexperiencedasarewardorpunishment,theyhavetogo(Kohn,1999e).Bruneralso challengesustotailorourassessmentsinawaythatthelearnerwillinevitablyexperienceas information.Wewanttoavoidinvokinganemotionalresponseandensurethatthefeedback causesthestudenttothinkandengageinreflectivelearning(Jones&Wilam,2008). TheLatinrootforassessmentisassidere,whichmeanstositbeside.Thisispreciselywhythere isnosubstituteforwhatateacherobserveswhenworkingwithstudentswhiletheyarestill learning.WhenIsitbesidemystudents,Ioftenguidemyfeedbackinathreestepprocesswhere (a)IsharewhatIseeandhear,(b)makesuggestions,and(c)askreflectivequestions. WhatIsee.Thisstepisallaboutobservingstudentswhiletheyarestilllearning.Thisisnot aboutwhatIlikeordonotlike,soitiscriticallyimportantthatIrefrainfromjudging.(Isee youhaveperiodsattheendsofyoursentencesIseeyouincludedinformationthat comparedandcontrastedviscosityanddensity.) Suggestions.ItendtoframemysuggestionsbyprefacingthemwitheitherConsidernext timeto...orContinuenexttimeto...(Considernexttimetoincludepunctuationat

theendofallyoursentencesContinuetomakeyourthinkingclearabouthowviscosity anddensityarenotthesamething.) Questions.Itrytoaskinsightfulquestionsthatinvokethoughtfulnessfromstudents.Istay awayfromquestionsthathaveonerightanswerandquestionsthatcouldbeansweredwith oneword.Thepurposehereistoencouragestudentstoreflectontheirlearning.(Ifyou weretowriteacouplemoresentences,howcouldyouusepunctuationmarksotherthan periods?Howcouldyoucompareandcontrastviscosityanddensitytoanotherconcept?) Itistemptingtoadoptamorethemerrierattitudetowardprovidingstudentswithbothacomment andagrade,buttheresearchshowsthatthepresenceofagrade(withorwithoutacomment)is responsibleforlowerlevelsofmotivation,alossofinterestforlearning,andapreferenceforeasier tasks(Blacketal.,2004Butler,1988Pulfrey,Buch,&Butera,2011).Unfortunately,thepositive benefitsoftheformativecommentareovershadowedbythenegativeeffectsofthegrade.Inother words,thepowerofformativecommentsrequirestheabsenceofgrades. WoodenMeetsBruner Ioftenfindithelpfultosharerealworldexampleswherethiskindofteachingandcoachingexist. Thefollowingismyfavorite. JohnWoodenisconsideredbyTheSportingNewstobethegreatestcoachinAmericansports.To saythatWoodenwasagoodcoachislikesayingEinsteinwasgoodatscience.Hecoached basketballatUCLAfor12yearswherehewon10NCAAtitles(including7inarow).Inthose12 yearshewon664gamesoutof826opportunities(thatisa.804winningpercentage),andduring thattimetheUCLABruinsranthetablewithan88gamewinningstreakthattookplaceover almostthreeyears(fourperfect300seasons). IfyouweretogobackintimeandvisitoneofJohnWoodenspractices,youmightexpecttosee himasthesageonthestage,providinghisstudentswithalloftheknowledgetheywouldneedin hischalkandtalklectures.Youmightassumeyouwouldseehimpraisingthehardworkersand punishingthelollygaggers.However,ifyouweretomaketheseassumptions,youwouldbe wrong.WhenRonGallimoreandRolandTharp,twoeducationpsychologists,attendedJohn Woodenspracticesforthefirsttime(whileconductingastudyofWooden),theywereshockedto seealmostnoneoftheabove.WhentheyobservedWooden,theywereatfirstquiteperplexed becauseitappearedlikehehardlycoachedatall.Wethoughtweknewwhatcoachingwas, Gallimoresaid(ascitedinCoyle,2009,p.168). Butoncloserinspection,theyfoundthatheusedhistimetoobservealotandmakeshortand quickcommentstohisathleteswhiletheywereactuallyperforming.Woodendidnotgive

speeches.Hedidnotdoleoutpunishments,nordidhehandoutrewardsandpraise.Infact,when GallimoreandRolandactuallyrecordedandcategorized2,326ofCoachWoodensactsof teaching,theyfoundthatonly6.6%wereactsofdisapprovalwhile6.9%wereactsofpraise (Coyle,2009).Thatmeansthemajorityofhisinteractionswithhisathleteswerejudgmentfree statementsofinformation. Iftherewaseveracoachwhosportsfanscouldagreeshouldbegivenlicensetopassjudgment,it wouldlikelybeJohnWooden.Butwhengiventhechance,evenWoodenpreferredtoreserve judgment.IamnotsureifWoodenandBrunereversatdownforadrinktodiscusspedagogy,but itwouldappearthatWoodenwasdrinkingwhatBrunerwaspouring. DetoxingStudentsfromGradeUse Ihavecometoseegradesasschoolsdrugofchoice,andwearealladdicted.Since2006,Ihave tailoredmyassessmentpracticestowardfocusinglessongradingandmoreonlearning.Hereare thesixstepsthatsummarizemyexperiencewithstudentsandtheirwithdrawalfromgradeuse. Stage1:Intervention Atthebeginningoftheschoolyear,Iprovidestudentswithacoursedescriptionwithasection titledAssessmentthatreads: Iamthekindofteacherwhostronglybelievesincreatinganenvironmentwhere studentscanexperiencesuccessandfailurenotasrewardandpunishment,butas information.Isubstitutetraditionalgradeswithinformativefeedbackthatis providedtothestudentswhiletheyarestilllearning.Reportcardswillbetheonly timestudentswillreceiveagradeinmyclass.Reportcardmarkswillbedetermined basedon(1)thestudentsprojectsandlearningportfolio(2)myownprofessional judgmentbasedonwhatIseeandhearwhileobservingandworkingwiththe studentwhiletheyarestilllearning(3)selfassessmentsthataskthestudentto reflectupontheirownlearningandproposedgrade.Assessmentthroughouttherest oftheyearwillbeeitherverbalorwrittenfeedbackfrommetohelpthestudent learnandimprove.(Bower,2011) Dependingontheirachievementlevel,studentsresponduniquely. Thehighachieversareusuallyalittlewaryofthewholeidea.Afterall,Iamremovingtheirhigh. Nolongercantheydefinethemselvesbythismetaphoricalpatonthehead.However,mostof themareusedtocomplyingwiththeteacher,whichalltoooftenhelpedthemtobecomehigh achieversinthefirstplace.Butnonetheless,theyaremorethanalittlesuspiciousofme.

Theaverageachieversaremostly,ifnotall,appreciativefortheremovalofgradesperhapsonly becauseitissomethingdifferentfromthemonotonyschoolhasofferedforsolong.Theythirstfor somethingdifferent,eveniftheydonotreallyknowofanyalternatives. Thelowachieversaresodesperateforsomeonetoceasethebeatingsthattheynearlyfalloverwith somethingthatlookshalflikeexuberanceandhalflikeexhaustion. Stage2:HoneymoonSobriety Everyoneslowlybutsurelyforgetsaboutgrades.Peoplenaturallywanttolearn,andkidsare people,too.Theyarestarvingforanopportunitytolearnforitsownsake.However,forthosewho cannotcopewithquittingcoldturkeyandneedagrade,Idoofferthemtheopportunitytocome andspeakwithmeinprivate.Ithenaskthemwhatgradetheythinktheyshouldget.Thisleadsto aconversationwhereweagreeonagradeofsomekind.Ifstudentscareaboutgrades,itislikely becausetheadultsintheirlifeareencouragingthemtodoso.Whentheadultstalklessabout grades,thestudentstendtofollowtheirlead. Stage3:WithdrawalSymptoms Everythingwillbegoingfine,andallofasuddenafewstudentswillstarttopanicasiftheywere deepseadivingandrealizedtheyforgottheiroxygentank.Theywillrunuptoyouwiththis ghostlylookontheirfaceandbegyoutogivethemagrade. Itwouldbeexpectedthathighachieverswouldexperiencewithdrawal,butyoumaybesurprised toseehowmanylowachieverswilldevelopthemaswell.Allstudentshavebeenexposedto gradeuseforyears,someasearlyaskindergarten,sowhenyouweanthemoffofgrades,theywill allexperienceakindofwithdrawal.Regardlessoftheirachievementlevel,allstudents,insome wayoranother,havecometodefinethemselvesbytheirteachersjudgment.Sowhentheteacher nolongerinvokestheirjudgment,somestudentspanic.Kohn(1999d)writes,First,itissaidthat studentsexpecttoreceivegradesandevenseemaddictedtothem.Thisisoftentruepersonally, IvetaughthighschoolstudentswhoreactedtotheabsenceofgradeswithwhatIcanonly describeasexistentialvertigo.(WhoamI,ifnotaB+?)(para.30). JustasahighachievermayhavecometoidentifyasanAstudent,thelowachieverhasbecome accustomedtoidentifyingasanF.Thepointhereisnotthatwewouldwantmorestudentsto definethemselvesasAstudentsrather,wewouldwantchildrentounderstandthatthereismoreto schoolandlearningthansimplycollectingAsoravoidingFsandwedonotwantanyoneto definethemselvesbasedonanygrade.Wemustconstantlyremindourselvesthattheultimate purposeofevaluationistoenablestudentstoevaluatethemselves.Educatorsmayhavebeen practicingthisskilltotheexclusionoflearnersweneedtoshiftpartofthatresponsibilityto students.Fosteringstudentsabilitytodirectandredirectthemselvesmustbeamajorgoalor whatiseducationfor?(Costa,1989,p.2).

Stage4:SustainedSobriety Itaughtmystudentslanguageartsandsciencefor104minutesperday,MondaythroughFriday, for10monthsoftheyear.Despiteafewinstancesofwithdrawal,mystudentsspentmoreoftheir timefocusingonlearning.Ineverheardstudentsaskthosenaggingquestionslike,Isthisfor marks?Doesthiscount?orWhydidIonlygetahalfmark?Ratherthanhavingstudentslook atmyclasssyllabuswhiledoingacost/benefitanalysistofigureoutifsomethingwasworththeir time,theywereattractedtolearningforitsownsake. WhileitistruethatIstillhaveacurriculumandthatIstillhaveassignmentsthatIlikestudentsto consider,Ihavetobeflexible.Sustainedsobrietyfromgradeusemeansthatthingssuchas autonomy,choice,initiative,andcreativitywillpopupassymptomsofsuccess.Thisisevident whenmystudentsaskmeiftheycandoposterprojects,blogposts,research,andscience experiments.Ontheirowninitiative,theyuploadpicturesandvideostoourclassforumandblog abouttheirlearning,insideandoutsideofschool.Imustbeflexible,too,becauseIamnolongerin control(andrightfullyso)oftheirlearning.Weallwantourstudentstoshowinitiativeand creativity,sodonotbedisappointedwhentheywanttolearnsomethingotherthanwhatourstate orprovince(orevenyou)dictates.Donotbesurprisedifouroverprescribed,contentbloated, externallydictatedstandardizedcurriculumgetsinthewayofstudentslearning. Duringsustainedsobriety,studentsseeeachotherasalliestocollaboratewith,ratherthanas obstaclestobeavoidedordefeatedincompetition(Simon,1970).Theyseeme,theteacher,asa safeandcaringallyratherthanajudgeinwaitingthattheymustkeeptheirdistancefromwhile showingonlywhatIwanttosee.Iacceptthemunconditionallyandallowthemtoexperiencetheir successesandfailuresnotasrewardandpunishmentbutasinformation. Inessence,Iamsayingthatsustainedsobrietyfromgradeusecanbringonanacutecaseofreal learning,anditisawesome! Stage5:Relapse Attheendofgrade8,mystudentspreparethemselvesforhighschool.Duringthisstage,itis inevitableforthemtostartthinkingabouthowthingswillbedifferent.Mostofthetime,theyare thinkingoftheirsociallives,butmanyofthemwillponderhowtheireducationwillchange. SomewillrevisitStage3,withdrawal,astheybegintopanicabouthighschool.Somemayeven turnonus,theirsobrietysponsors,becauseintheirmind,theyfearwehavenotpreparedthemfor therigorsofhighschool.Somestudentsandparentsmaywonderifwehaveactuallysetthemup forfailure.Afterall,wehavegivenlittletonogrades,whilethehighschoolmightliveonthem. Forthis,IhavetosharethewealthofstoriesIhaveheardfrommyalumnistudentswhenthey comebacktovisit.Myconversationsgosomethinglikethis:

Howshighschool? Ihavetonsofhomework.Wehavesomuchtogetthroughinsolittletime. Whatisthebiggestdifferencebetweenlastyearandthisyear? Tonsofhomework,andgradesareimportant.Ihavetostudyalot. Whatareyoustudying? Thistermismostlybiology. Whatareyoustudyingbiologyfor? Todowellonthetest. Donotgetmewrong,therearealotofhighschoolteacherswhoarebetterteachersthanIam,but thesystemisdriventodistractionitisrotten.Wehavetakenoureyeofftheball(learning)and ourchildrenaresufferingforit.Somuchsothatevenwhenthekidsseegoodlearninghappening inclass,theybecomesuspicious(Fried,2005)andexpressdoubtinwhethertheyarebeing preparedforsomethingelse. Theultimateantidotetowithdrawallateintheschoolyearistoencouragestudentstoreflecton theirlearning.Icanremembersittingdownwithstudentswhowereworriedthattheywerenot readyforhighschool,andafterlookingthroughtheirportfoliosandprojects,Iwouldaskthem, Doyouthinkyouhavebeenlearningalotthisyear?Afterlookingatalloftheirevidence,they alwaysansweryes,whichleavesmewithonlyonemorequestion.Canyouthinkofabetterway ofpreparingforhighschool? Stage6:MindfulReflection Studentswillgotohighschoolandexperiencetherigorofhighstakestests,grades,and homework.Theywillplaythegameandjumpthroughthehoopsontheirwaytowritingastateor provincialhighstakesexitexam.Andiftheycomebacktovisit,theyprovidemewithsome interestingstoriesthatcontradictmuchofwhattheydidinmygrade8classroom.Itismy experiencethatthisstepdoeshappen,butforthemostpart,Imayneverknowit,becausenotevery studentwillcomebackandvisitme.ButfromtheanecdotalsamplesthatIhavecollectedfrom alumnistudents,anoverwhelmingmajorityofthemexperiencethefeelingthattheirlearningwould havebeenmuchbetteroffifweabolishedgrading.

GradingwithoutGrading IhaveworkedtoabolishgradingfrommyclassroomasmuchasIpossiblycan.WhenIcannotitis becauseIammandatedtohaveagradeonthereportcard.Itislikelythatmosteducatorsfacea bureaucracythatimposessomeformofgradingrequirements.Thegoodnewsisthatabolishing gradingorquittingteachingarenottheonlychoices.Becausethefirststeptowardlandingonthe moonwastakenonearth,abolishinggradingentirelycanonlyhappenafteramovehasbeenmade togradeless,andIamwillingtobetthatmostteachersgrademorethantheyaremandated.The firststeptogradinglessistopickanassignmentorprojectanddonotgradeit.Instead,provide studentswithonlytheformativefeedbacktheyneedtolearn. Ifyouhavefoundthecouragetogoawholesemesterorcoursewithoutanygrades,youwillbe facedwithapotentiallyparalyzingproblem:Howdoyoucomeupwithareportcardgradewhen youhavenogradebook?WhenIfirstfacedthisproblem,IfoundmyselfwritingtoAlfieKohn, whereIoutlinedthatIwashappytoreportthatIhadreplacedeverydaygradingwithreal commentsandconstructivefeedback,butthatIwasstrugglingwithhowIcouldconvertor symbolizeallthefeedbackasagrade,notbecauseIwantedtobutbecauseIhadto.Kohnsreply wastremendouslyhelpful: MyprimaryanswertoyourquestionisBringthekidsinonit.Thisshouldbea decisionyoumakewiththem,notforthem.Thatgoesforthegeneralclasspolicy (andtherationaleforit)aswellthespecificgradegiventoeachstudent.Some teachersmeetwitheachstudentindividuallyanddecidetogetherwhatthefinal gradewillbe.Others,whoaremorewillingtogiveupcontrolandempower students,simplyletthestudentdecide.Theyinvariablyreportthatstudentsendup pickingthesamegradethattheteacherwouldhavegiven,andsometimestheyeven suggestalowerone.Buttheadvantagesoflettingthekidsdecideareincalculable, andtheprocessalsohasthesalutaryeffectofneutralizingthedestructiveeffectsof havingtogivegradesinthefirstplace.(citedinBower,2010) Yearslater,Istillabidebythisprofoundadvice.Bringthekidsinonitremainsattheheartofmy answertoanyonewhoasks,Howdoyougradewithoutgrading?First,evenifagradeis mandatedforthereportcard,itmakesverylittlesensethattheonlywaytocomeupwithafinal gradewouldbetotakealistofotheraveragesandaveragethemtogethertogetafinalaverage (Wormeli,2006). ThefollowingarethethreesourcesofinformationIusetoestablishagradeincollaborationwith students:

Mystudentscollecttheevidenceoftheirlearningintheirpaperandelectronicportfolios. Thepaperoneisnothingfancyjustafilefolderwhiletheelectroniconemighttakethe formofablog,discussionforum,wiki,and/orwebsite.Itisimportanttonotethatthe evidenceselectedfortheportfolioisnotjustthestuffstudentsdidwellmistakesand failuresarealsoincluded,notasameanstopunishstudents,buttoshowgrowthandmodel thatmistakesandfailuresareouralliesinourcollectivepursuitoflearning. Iamaprofessional.Ispendhourseverydaywithmystudentsforupto10monthsofthe year.Igettoknowthemquitewell,somyprofessionaljudgmentandintuitivethinking countforalot.Thereisnosubstituteforwhatateachercanseewithhisorherowneyes andhearwithhisorherownearswhenobservingandinteractingwithstudentswhilethey arelearning. Iaskthestudentstoselfassess.Itisamazinghowclosetheycometopickingthesame gradethatIwouldpick.Interestinglyenough,whenthereisdisagreement,theyareusually toohardonthemselves,andtheoddtimeakidoverinflatestheirgrade,Ieitherdecidetolet itgoorIhaveaconversationwiththestudentandmaketheadjustment. WhatHoldsUsBack? Iconstantlychallengetheobstaclesandfearsofabolishinggrading,butIneverdisparage themtheyareasrealastheyareabundant.Manyofushavecometodependontheconveniences ofgradingafterall,gradingcanmakeassessmentsuspiciouslyeasy.Someofthelessdesirable affectsofgradingcanbethefollowing: Studentsdonotneedtoreflectontheirownlearningbecausetheteacherwilldoitfor them. Teachersdonotneedtoworryaboutauthenticallyengagingalllearnersbecausegrading willgarnishcompliancefrommostandprovideevidencetoexcludeandpunishtherest. Parentsdonotneedtotalkwiththeirchildrenabouttheirlearning,becausetheycanjust ask,Wadjaget?Itistooconvenienttojustcheckthegradesonlineorwaitforthenext reportcard. Administrators,policymakers,andpoliticiansdonotneedtoengageinthemessydetailsof whatactuallygoesoninclassroomsbecausetheyhavespreadsheetfriendlydata.Fortoo many,gradeshavebecometheonlywayanyonestudents,teachers,orpeopleoutside theclassroomcouldtellhowwellstudentsweredoing.Peoplestoppedtalkingabout studentsabilitiesandinterestsandstartedtalkingabouttheirscores.(Smith,1998,p.56)

Ifweconvinceourselvesthatgradingisaninevitablepartofschool,wemightbeabletolivemore easilywithourselves,butthistranslatesintonothingmorethanwillfulblindness.Whenteachers assesswithgradesinawaythatissaidtobeinevitable,wemakethepracticeofgradinginevitable andsowemakethepropositiontrue.Simon(1970)writes,Gradesmustgo.Theironlygenuine functionistoservecertainadministrativeconveniences(p.397).Wheninstitutionsbecomeso largeandimpersonal,theybecomelessaboutfulfillingtheirlongtermgoalsandmoreabout sustainingtheirveryexistenceatanycost.UponhearingWell,thatsrealitythatsthesystemit takescouragetostandupandsaySystemshavebeenchanged(Simon,1970,p.401). Forexample,itwasnotlongagothatbullyingwasseenasboysbeingboys,asifbullyingwasa riteofpassage(Coloroso,2003).Today,oursocietyhastakenquiteadifferentstanceonbullying. Sowhathappened?Howdidweprogressfromsuchapathytoaction?Iwillnotprofesstoknow alltheanswers,butIbetithadsomethingtodowiththefactthatwestartedtoopenlyandactively askprovocativequestionsaboutbullying.Ratherthanframingtherealityofbullyingassomething wemustresignourselvesto,westartedtoseeitasaproblemtobesolved.Itistimewedidthe sameforgrading,andIsuggestwemovefromaskingifabolishinggradingismerelyrealisticor practicaltoaskingifabolishinggradingistherightthingtodoforchildrenandthendoit. LosingandFindingOurWay Forthepast100years,therehavebeenentireschoolsystemsthathavebeenbuiltonreducing studentlearningtonumbers,andnowthereareeducationreformmovementsthatarebuilton reducingthecomplexworkofteacherstoagrade(Felch,Song,&Smith,2010Hargreaves& Shirley,2009).Gradeswereoriginallytoolsusedbyteachers,buttodayteachersaretoolsusedby grades.Thisshouldnotcomeasanysurprise,especiallyifyouarefamiliarwithMarshal McLuhan,whooncesaid,Weshapeourtoolsandthereafterourtoolsshapeus(McLuhan, 1964,p.xxi).However,ifthereisanyhopeforwhatwilllikelybeseenaseducationsdatadriven darkages,Ihopeitisthis:Itwasnotuntilthesystemtriedtogradeteachersthatteacherscould finallyseewhytheyshouldnotbegradingstudents. TheproblemisnotthattoofewstudentsachieveAsrather,therealproblemisthattoomany studentshaveacceptedthatgettingAsisthepointofschool(Kohn1999d,para.8)andthushave fallenoutoflovewithlearning.Whenwetryandreducesomethingthatisasmagnificentlymessy asreallearning,wealwaysconcealfarmorethanweeverreveal.Ultimately,gradinggets assessmentwrongbecauseassessmentisnotaspreadsheetitisaconversation.Iamaveryactive teacherwhoassessesstudentseveryday,butIthrewoutmygradebookyearsago.Ifweareto findourwayandmakelearning,notgrading,theprimaryfocusofschool,thenweneedto abandonourmaniaforreducinglearningandpeopletonumbers.

References Bonawitz,E.,Shafto,P.,Gweon,H.,Goodman,N.,Spelke,E.,&Schulz,L.(2011,September). Thedoubleedgedswordofpedagogy:Instructionlimitsspontaneousexplorationanddiscovery. Cogniton,322330. Bower,J.(2010,July22).Gradingwithoutgrading:Fortheloveoflearning[Weblogpost]. Retrievedfromhttp://www.joebower.org/2010/07/gradingwithoutgrading.html Bower,J.(2011,May11).Mydegradingphilosophy:Fortheloveoflearning[Weblogpost]. Retrievedfromhttp://www.joebower.org/2011/05/mygradingphilosophyq.html Black,P.,Harrison,C.,Lee,C.,Marshall,B.,&Wiliam,D.(2004).Workinginsidetheblackbox: Assessmentforlearningintheclassroom.PhiDeltaKappan,86(1),821. Butler,R.(1988).Enhancingandunderminingintrinsicmotivation:Theeffectsoftaskinvolving andegoinvolvingevaluationoninterestandperformance.BritishJournalofEducational Psychology,58,114. Coloroso,B.(2003).Thebully,thebullied,andthebystander.NewYork:HarperCollins. Costa,A.L.(1989).Reassessingassessment.EducationalLeadership,46(7),p.2. Coyle,D.(2009).Thetalentcode:Greatnessisntborn.Itsgrown.Hereshow.NewYork: Bantam. Deci,E.L.(1996).Whywedowhatwedo:Understandingselfmotivation.NewYork:Penguin Books. Dressel,P.(1957).Factsandfancyinassigninggrades.BasicCollegeQuarterly,2,612. Felch,J.,Song,J.,&Smith,D.(2010,August14).WhosteachingL.A.skids?LosAngeles Times.Retrievedfrom http://www.latimes.com/news/local/lameteachersvalue20100815,0,258862,full.story Fried,R.L.(2005).Thegameofschool:Whyweallplayit,howithurtskids,andwhatitwilltake tochangeit.SanFrancisco:JosseyBass. Hargreaves,A.,&Shirley,D.(2009)Thefourthway:Theinspiringfutureforeducationalchange. ThousandOaks,CA:Corwin. Jones,J.,&Wiliam,D.(2008).Modernforeignlanguagesinsidetheblackbox:Assessmentfor learninginthemodernforeignlanguagesclassroom.London:Granada. Kohn,A.(1999a).Punishedbyreward:Thetroublewithgoldstars,incentiveplans,As,praise andotherbribes.Boston:HoughtonMifflin. Kohn,A.(1999b,November).Thecostsofoveremphasizingachievement.SchoolAdministrator. Retrievedfromhttp://www.alfiekohn.org/teaching/tcooa.htm Kohn,A.(1999c,September).Confusingharderwithbetter.EducationWeek.Retrievedfrom http://www.alfiekohn.org/teaching/edweek/chwb.htm Kohn,A.(1999d,March).Fromdegradingtodegrading.HighSchoolMagazine.Retrievedfrom http://www.alfiekohn.org/teaching/fdtdg.htm Kohn,A.(1999e).Theschoolsourchildrendeserve:Movingbeyondtraditionalclassroomsand tougherstandards.Boston:HoughtonMifflin.

Lucido,R.(2012,February27).Studentlearningcanonlybedescribed,notmeasured:Livingin dialogue[Weblogpost].Retrievedfrom http://blogs.edweek.org/teachers/livingindialogue/2012/02/rog_lucido_we_cannot_measure_s.ht ml McLuhan,M.(1964).Understandingmedia:Theextensionsofman.NewYork:McGrawHill. Papert,S.(1988).SeymourPapertandPauloFreire:Thefutureofschool[VideoFile].Retrieved fromhttp://www.papert.org/articles/freire/freirePart3.html Pulfrey,C.,Buch,C.,&Butera,F.(2011).Whygradesengenderperformanceavoidancegoals: Themediatingroleofautonomousmotivation.JournalofEducationalPsychology,103,683700. Sahlberg,P.(2011).Finnishlessons:Whatcantheworldlearnfromeducationalchangein Finland?NewYork:TeachersCollegePress. Simon,SidneyB.(1970,May).Gradesmustgo.TheSchoolReview,78(3),397402. Smith,F.(1998).Thebookoflearningandforgetting.NewYork:TeachersCollegePress. Wormeli,R.(2006).Fairisntalwaysequal:Assessingandgradinginthedifferentiated classroom.Portland,ME:Stenhouse.

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