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Grading for Growth

·461 words·3 mins
“By the time that Jim [a student] has been told for twelve years that he is inferior, for that is what the I’s on the report card mean to him regardless of what they mean to us, he finally comes to believe it, and if we have not succeeded in getting algebra or Spanish or world history across to him, we have at least succeeded in pounding into his head that one idea: he’s infe­rior. And we put a diploma into his hand, grudgingly, mumbling apologies to each other as we do so, and send him out into the world to begin his battle already convinced that he is a failure.” (p. 33)

Whew!

Grading For Growth. What can say? I wish I had the grading methods discussed in this book for a number of courses I’d taken until now.

Authors David Clark and Robert Talbert did an amazing job breaking down the history of “Traditional grading”, how it evolved into the mess it is, and “alternative” grading practices.

I must say, they did a preeetty good job.

Like Robert, I first crossed paths with the concept of alternative grading practices through Linda Nilson: A paper I was reading had briefly cited Linda’s work on Specifications Grading—and Oh boy was I intrigued!

“Fascinating. Something I always wondered if it were possible or not. A way to fix (or in this case, scrap) the system! I must dive into this.”

So here we are.

In Grading for Growth, authors David Clark and Robert Talbert introduced three models:

  • Standards-Based Grading (SBG)
  • Specifications Grading
  • Hybrid models of SBG and specs grading

To get a deeper understanding of what they are, I highly recommend you read the book. But I think this about sums it up:

“In an alternative grading system, grades are directly tied to what stu­dents actually learn, and reassessments make those grades more accurate. So when you see higher grades, it means more learning. That’s not “inflation”; it’s real growth.” (p. 59)

You see, traditional grading has flaws and every student—faculty likewise—knows this. No student wants to see a grade that’s not reflective of their learning, neither do teachers want to see their students simply ‘pass exams with an A’ without having developed in them enthusiasm, critical thinking, and placing them on a road to mastery in whatever field/subject matter.

Alternative grading provides a way out for both parties. Students have reported learning more and better through these practices. They’ve been allowed to make mistakes and not fear it, rather grow through it. Heck! Some even reported they liked coming to class! I mean WhuT on EarTh!?

So yeah! An amazing read for educators out there, hoping to break free from the shackles of traditional grading to something better: Grading for Growth.