This is the fourth and final entry of four blog posts about facilitating healthy grading conversations in schools. The first three posts (read posts one, two, and three here) outline a tremendous amount of work that may span a few years’ worth of preparation before implementing changes in grading practices.
It’s a common mistake to assume that implementation simply involves pulling the lever while saying “ready, set, go!” Even after a solid foundation of establishing coherence, clarity, and readiness has been built, much care and attention must be given to the implementation phase. The Guiding Coalition is active through the entire implementation phase. Members of the team help to facilitate conversations and consensus processes. They also engage in enacting staff decisions and monitoring the effectiveness of their efforts. The implementation phase offers the formal launch to a public process that is rife with opportunities for things to go askance. During the implementation phase, the Guiding Coalition is still actively pursuing evidence of effectiveness and troubleshooting concerns along the way. Read more
Note: This entry is the first in a four-part series by Cassandra Erkens.
School improvement conversations fail when everyone walks away frustrated, the public angrily engages, and all change efforts within the initiative are abandoned. Sadly, many grading conversations fall into that failing category. In fact, the mere worry that things might go badly prohibits some very smart educational leaders from ever launching the grading conversation.
Conversations about grading can prove challenging. They are fraught with ingrained expectations, past practices, emotions, and opinions. But just because they’re hard conversations, doesn’t mean they should be avoided. Sometimes, those are the most important conversations to have. Indeed, generating clarity and consistency in policy and practice across a school building or district—especially on something as significant as grading—is crucial work.
I often hear teachers say they have been told that homework should not be graded. This message is a source of confusion.
Somehow, students have interpreted this as “homework doesn’t count, so I don’t really need to put any effort into it.” This is not the message we want to send. Any work given to students should be designed to further their understanding and increase levels of achievement. It is crucial to their success and that message needs to be loud and clear.
Lately I have had cause to review a variety of grading policies from various districts. Clearly, I realize that the focus of a grading policy is obviously grading, but I can’t help but think that they unintentionally take the focus off of learning. Read more
Consider an assessment you or your collaborative team recently gave in a grade level or course.
- What did you do with the results?
- What did students do with the results?
- How did the students and the teacher(s) learn from the evidence of student learning?
Currently, one of my favorite television shows is A Million Little Things on ABC. It’s a show about a group of adult friends who, under unexpected circumstances, come together to support each other through an incredibly difficult time; the range of experiences is intense and the solutions often layered and complicated by their own personal stories. That said, the premise of the show (for this conversation) is not as relevant as the show’s tagline. Read more
Let us talk about shopping for shoes. I am not one of those people who meanders through shoe stores, struggling to narrow down my choices (no judgment for those who do—that is just not me). Rather, I am a very pragmatic shoe purchaser. I have specific kinds of shoes I favor, and I am clear about my shoes size. So when I head into a store, I get what I need and get out. Read more
Ask any group of teachers if they grade on the curve and you will receive an almost universal, resounding no! Now, I believe teachers when they say they don’t grade on the curve; however, what has become apparent in recent years is that shedding some of our traditional habits—our normative grading tendencies—is easier said than done. Even those who have moved to a more standards-based approach to grading can, if not mindful, fall back into habits misaligned with a modern assessment system. Read more
Imagine you walk into your doctor’s office, ready for the follow-up appointment where the results of your diagnostic tests are shared with you and your prognosis is revealed. You are a little anxious and uncertain, but you are confident you are in good hands. You understand that this appointment is intended to communicate information that may lead to future healthcare processes. You expect that you may need to shift your diet or your exercise and that you may need further tests or supports from additional health care personnel. You also know that there is a system in place that will take care of you the best way they know how, so in spite of your uncertainty, you feel confident you will leave that office knowing what you need to know. Read more
It’s 5:00 p.m. on a Friday night, and my phone rings. It’s a close colleague, Bryan, who is a middle school assistant principal. Uh-oh, I think. Given the time of day, I don’t anticipate this to be good news. He starts in, “Ang, I’ve got a good one for ya…” And so the story begins.
Over the past year, Bryan and I had been engaged in some productive dialogue around current grading practices at his site. He was new to his school—just in his second year—and hadn’t been too comfortable with some of his observations of teacher practice. Coupled with complaints from students and parents, he had been trying to determine the reasons for the dissonance between the school’s grading policy—as it lives on paper—and what was actually practiced in classrooms. Read more