The journey of teaching requires us to comprehend that grading is not the primary contributor to the learning process. Yes, it’s a critical part of the procedure, but it’s just a fraction of the larger picture. Grading is a crucial element within the wider cycle of instruction, assessment, and adjustment—the cycle that is the cornerstone of effective learning.
The Role of Grading
Instruction is not about simply administering tests and assigning grades. As educators, we aim to foster success. This necessitates discarding the “gotcha” mentality associated with testing and grading. Instead, our focus should be on honing teaching methods that ensure improved student grades. This involves defining clear success indicators for each assignment and unit of study, and ensuring students understand, and even contribute to, these indicators.
If students consistently score low, this indicates a flaw not in the students, but in our instructional methods or our relationship with them.
The Pitfall of Undervaluing Student Potential
Conversely, if students consistently score high with minimal struggle or support, we might be underestimating their potential. This undervaluation not only wastes their time but also their talent. An ‘A’ grade that doesn’t represent personal struggle and growth is a flawed indicator of achievement.
The Need for Effective Feedback
Feedback on a student’s competency in essential goals is a far more effective teaching tool than a mere letter or number grade. Students need to witness quality. They need to have quality models slightly beyond their current reach and then make strides towards that level with our support.
The Subjectivity of Grading
Despite our best efforts to replace judgment in grading with foolproof success criteria, grading will always contain some degree of subjectivity. Being a professional means exercising professional judgment, using rubrics and similar tools as guides rather than as binding commitments.
Enhancing Student Engagement and Learning
To enhance student engagement and learning, we must involve students in analyzing their own work and their peers’ work according to specific success criteria. We should then instruct them on self-improvement strategies, regularly demonstrating the link between quality of mind habits, work quality, progress towards performance goals, and the achievement of those goals.
Fostering Student Success
Nurturing a student’s capacity to determine their own success is paramount. Embracing these principles has improved my teaching efficacy, and my students have become more thoughtful, engaged, and self-confident learners. These principles serve as a compass to guide and challenge me as an educator.
In the end, it’s not about teachers having identical grading approaches, but that we all have approaches derived from, and reinforcing, our understanding of teaching and learning. The key is to keep the focus on student growth and development, rather than just assigning a grade.
Final Thoughts
Grading should not be viewed as a means of judgment or punishment, but rather as an opportunity for students to reflect on their learning and progress towards their goals. By using subjective grading methods based on standards of quality and involving students in the process, we can foster a growth mindset and promote engagement in the learning process. As professionals, it is our responsibility to continuously reflect on and improve our grading practices to better support student success. Let’s strive for excellence in both teaching and learning by designing assessment methods that truly enhance student engagement and learning. Instead of being rigid with rubrics and grading criteria, we should use them as tools to guide and support our students’ growth and development.