For Food for Thought Dr. Smirnova had us read an article entitled Teaching Without Grades: A Year of Lessons from A No Grades Classroom.(Priscila, & Tiffanee Warner. (2019, June 7). Teaching without grades: A year of lessons from a no grades classroom. Retrieved from https://www.gerarddawson.org/teaching-without-grades). I like the idea of giving feedback rather than grades on assignments. This still allows students to know how they are doing and also lets them know what they need to work on.
This system reminded me of the art classes I took as an undergraduate student. For the most part, we did not receive grades on individual assignments, but we did receive feedback to let us know if an assignment was up to standards. In the garment construction courses I took this was even more true. If the stitches were uneven or sloppy, the instructor would let you know. Sometimes I would submit work thinking it was terrible, but then receive good feedback, which was always a nice surprise.
We had to keep a portfolio of our work over the 4 years that we were in the program. It was very beneficial to go back and look at previous work to see how far we were growing and transforming during the course of the program.
Of course, in the end, we still all received letter grades. The college mandated letter grades be recorded for the transcripts. However, for the most part, as long as the professors saw you were working hard, making improvements, and turning in assignments on time, there was little to worry about.
I do not know if I would use a completely gradeless system myself. However, some sort of hybrid system I think would be very beneficial.
I agree with your sentiment Mary. I do not think a strictly gradeless system is beneficial or effective. I understand and see the theory behind this movement. However, we live in a system that is dependent on traditional grading. For instance, this very program we are in requires students to receive a B or higher to stay in the program. Students, and I am guilty of it too, tend to care more about the grade than whatever it is they are getting graded on. A huge downfall to the traditional grading system.
ReplyDeleteWith that being said, it becomes difficult to understand and embrace a gradeless system when the stakes of receiving a certain grade is extremely high.
I totally understand and agree that grading affects the learning process. The idea of being in a class that is committed to student learning instead of numbers is very encouraging. I love learning, but growing up in a system that is heavily dependent on number or letter grades makes it very difficult to assimilate into this type of system.
I like this quote from the article: "learning (is) difficult or impossible to measure and traditional grading systems hinder learning by putting the emphasis on symbols like letters, numbers, and percentages instead of meaningful feedback loops."
I think your proposition about incorporating a hybrid system would be a good starting approach. Gradeless would be best, but a universal system that follows that approach must be created before we can implement a system like that and expect every learner to thrive. The stress and stigma of receiving a specific grade to be successful needs to be removed before learners become comfortable with a gradeless system.
Mary, much like Courtney, I agree with you. A gradeless system is neither beneficial or effective. Students and teachers are used to being on a graded system. It allows students to know how they are doing, what they need to work on, and if they need to improve. A gradeless system does not allow students to fully know how they are doing and may even cause some anxiety. Feedback would need to be given regularly.
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