Sackstein: End of Year Self-Assessments after a Year Without Grades

StarrLearning

Reposted from Starr Sackstein’s Blog:

After a year without grades, a new solution for final grade submission was in order.

For each semester, students and I met to discuss their progress and a grade they felt appropriately represented their level of mastery.

For the first time ever, the end of year grades will rest in the students’ hands.

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I Have a Dream: Teaching with No Grades

bubbles

Reposted from Ditch That Textbook:

In my dream, my students enter my Spanish class and automatically switch to conversational Spanish when they cross the threshold of the room. We tell stories, discuss topics, write about passions, create digital products in the target language. And nobody receives a grade for their work. They don’t have to. They’ve improved their skills, practiced them and put them into meaningful context. They have learned. That’s what they wanted out of the class. That’s what I wanted. And nobody’s concerned about the grades.

Hadley Ferguson is living a version of my dream. She teaches a seventh-grade history class that doesn’t assign grades – letters, percentages, etc. Ferguson, as she wrote on a post at SmartBlogs.com, gives them written feedback instead. Comments. Strengths. Their next steps for improvement. Most high-performing students still thrived in the gradeless environment. But the pure gold in this concept, in my opinion, is the empowerment of her middle- to lower-performing students. Their work, which may have received a poor grade despite their hardest work, was validated and they began to thrive. It was as if they were “freed from prison” and they were “willing to test their ideas and take risks that they never did before. It wasn’t a competition for the best grade;” Ferguson wrote, “it was a journey of learning that we are on together.”

I have yet to find a grading system that is fully fair:

  • Participation grades don’t reward students for doing their best quality work.
  • Grading on an overall performance rubric for the grading period can be subjective, even if there is evidence to support it.
  • Percentages of correct responses on worksheets, quizzes and tests can be a game of “gotcha” and don’t individualize.

They take away from the real focus of education: learning. We all innately want to learn. Even our most unmotivated students want to learn something, be it a method for beating their favorite video game or how to style their hair like their favorite celebrity. Our education system has excelled at turning learning into drudgery that’s quantified by an irrelevant scoring system.

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Video

Sackstein: “Having This Growth Mindset is a Very, Very Challenging Thing” [VIDEO 3:28]

High School journalism and english teacher Starr Sackstein shares, “throwing out grades is not without its challenges.” Trying to revolutionize assessment of student learning is an ongoing struggle between her experience as a successful student in her own academic career, and wanting to work with her students differently to provide a more meaningful iterative discourse with them about their growth and understanding as learners.  “Ultimately at the end of the day, I let go of that anxiety that I was feeling about those particular grades, and I [sic] allow the student choice to be the one that I went with…realizing that it’s my values and beliefs behind it that created the conflict.” What are your biggest challenges?