Tag Archives: Creating a Culture of Feedback

How Would YOU Answer these Questions on Grading?

I’ve been doing a ton of thinking about grading and feedback and assessment over the last few weeks.  It’s not a new conversation, right?  Teachers have been wrestling with grading for decades.

If I’m being honest, I hate grades.  I think they are ruining learners.  I see that in my own classroom AND with my own daughter.

While I won’t pretend to have all of the answers to the great grading debate, I do have a ton of questions that are worth considering. 

Here’s just a few:

Do your students care more about their grades than the learning those grades are supposed to represent? 

Figuring out the answer to this question is easy.  Think about what kids say to you when they earn a score they aren’t proud of.

If grades are more important than learning in your building, you hear, “How can I raise my grade?” about a thousand times a year — particularly in the last week of a marking period.

If learning matters most, your kids are asking, “I’m struggling with this content.  Can you help me figure out what I still need to know?” all quarter long.

Are the grades given in your building an accurate representation of what students know?

The simple truth is that grades are oftentimes really poor reflections of what a kid actually knows.

Need some examples?

Think of the student who loses points because work was turned in late.  Or of the student who corrects every mistake on a unit test perfectly but is only given a 70 in the grade book because of a school’s rework policy.

In both cases, grades are NOT accurate reflections of what a kid knows and is able to do.  Are we OK with that?  Are we OK with sharing inaccurate information with parents and students and other teachers about a student’s ability in a particular subject area?

Are grades in your building a better indicator of student COMPLIANCE than they are of student PERFORMANCE?

I’m raising an awesome, amazing, wonderfully intelligent third grader named Reece.  What I love the most about her is that she’s stubborn times ten.  That determination to live her own life regardless of what others think and feel is going to pay off as she grows older.

But as an eight year old, that same determination is having an impact on her grades.

Here’s how:  When she’s given a task to complete, she immediately decides whether or not she’s interested in it.  If the answer is no, she does just enough to squeak by.  The result is a task that isn’t a great indicator of what she’s really capable of.

In other words, teachers rarely see what my kid CAN do.  Instead, they see what she’s WILLING to do.

The result:  Her grades are rarely an accurate reflection of her ability.

My favorite example:  As a kindergartner, she ended up in the lowest reading group in her class because she hadn’t demonstrated mastery of her letter sounds.  That surprised me because I was pretty sure she had letter sounds down pat.

When I asked her teacher about the placement, I found out that on a screening test, Reece had refused to participate.  The teacher would point to a letter or a blend and Reece would say, “Nope!” over and over again.

“Do you know what the A says, Reece?”

“Nope!”

“How about the B?”

“Nope!”

“We’ve been working on the CK sound lately.  Do you remember that one?”

“Nope!”

(She’s DEFINITELY my kid, y’all!)

Would I have loved it if Reece had just cooperated and shown what she knew?

Absolutely.

But that story also reminds me to dig deeper with the stubborn kids in my own class.  I need to work hard to make sure that my scores are a representation of ability and performance, not simply compliance.

Do grades REALLY motivate learners?

Before you answer this question, spend a minute thinking beyond the high performing students in your class who thrive on making As on every assignment and making the honor roll every quarter.

Instead, think about the average student.  Are they working harder because they know that their performance will be graded?  Or think about the struggling student.  Does knowing that a grade is coming change their overall investment in a task?

I’d argue that the answer in both of those circumstances is a resounding “nope.”

Need proof?

Think about the kids who are asking for extra credit or completing reworks in order to raise their grades.  Most of the time, aren’t those students ALREADY making good scores?

And then think about the students who struggle in your classes.  If all you did was offer a rework or extra credit to raise scores — instead of requiring that a student to participate in an intervention — would struggling students take you up on your offer?

If grades motivated kids, wouldn’t every student jump at the chance to raise their scores on every assignment?

Hope these questions make you think.

And if you want to learn more about steps you can take to move from a culture of grading to a culture of feedback in your school, check out my newest book:  Creating a Culture of Feedback.  

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Related Radical Reads:

Are Grades Destroying My Six Year Old Kid?

Grades AREN’T Motivating.

Session Materials – Annual Conference on Assessment and Grading

Session Materials: Annual Conference on Assessment and Grading

Over the next two days, I’ll be working with a group of incredibly motivated teachers and school leaders at Solution Tree’s Annual Conference on Assessment and Grading in Phoenix, Arizona.  Together, we’ll be wrestling with what good assessment looks like and the role that both feedback and grading can play in informing practice and developing learners.  My unique contribution to the conference will be primarily centered around student-involved assessment practices.

Here are my session descriptions and materials:

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Creating a Culture of Feedback

Slides | Complete Handouts

In spring 2012, educational change expert Dean Shareski issued a simple challenge on his blog: “I’m wondering if you’re ready to let your students assess themselves. Not as some experiment where you end up grading them apart but where you really give the reins over to them?” This session introduces participants to the tangible steps William M. Ferriter has taken in his sixth-grade classroom to move from a culture of grading to a culture of feedback as a result of Shareski’s challenge.

Bill discusses the differences between grading and feedback. He helps participants explore simple self-assessment behaviors that can be integrated into any classroom. Teachers learn more about the common challenges of moving from a culture of grading to a culture of feedback in a classroom.

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Digital Tools Can Make Differentiation Doable

Slides | Complete Handouts

If schools are working to ensure success for every student, learning experiences should be customized and aligned to student interests, needs, and unique learning styles. The challenge, however, rests in making differentiation manageable. While few teachers doubt the importance of differentiating, many struggle to make customized learning spaces a reality. William Ferriter introduces participants to a range of digital tools that can be used to 1) track progress by student and standard, 2) provide structure for differentiated classrooms, and 3) facilitate initial attempts at remediation and enrichment.

Bill shows how digital tools can provide quick checks for understanding and tracking progress by student and standard. Digital tools can deliver content and free class time for individualized instruction. Tools can help teachers use classroom observations to show student progress.

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Assessing Learning in a Purpose Driven Classroom

Slides | Complete Handouts

Technology expert Will Richardson maintains that today’s classrooms are failing students. In Why School? How Education Must Change When Learning and Information Are Everywhere (2012), Richardson says, “We focus on the easiest parts of the learning interaction, …accomplishments that can be easily identified and scored. Learning is relegated to the quantifiable.”

To create highly engaged learning spaces, classrooms must be reimagined as places where students work together to do work that matters. These arguments aren’t new; project-based learning has been promoted for the better part of a decade. How do we assess learning in classrooms where complex projects — rather than accomplishments that can be easily identified and scored — stand at the center of the curriculum?

Participants discuss why project-based learning should play a role in the modern classroom. They examine a planning template that illustrates project-based learning experiences focused on essential outcomes in a curriculum. William M. Ferriter explores simple steps for teachers to evaluate student mastery of essential outcomes.

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How Do We Turn Failure Into Learning Opportunities?

Slides | Complete Handouts

Over the past five years, the notion of learning from failure has become widely embraced. Businesses tout the importance of failing fast and failing often to succeed sooner. Educators argue that failure helps students learn to be resilient and determined, and failure is the first step towards building a growth mindset.

No matter how well-intentioned we are, failure in schools still carries negative connotations and incredibly high stakes—fail a test and your grade suffers; fail too many district benchmarks and you are assigned to remedial classes; fail an end-of-grade exam and you are held back; fail to earn a very high GPA and your college and career choices are limited. The truth is no matter how intimidating failure can be, it can also be turned into a positive learning experience as long as teachers help students analyze their performance and make plans to move forward—a process William M. Ferriter introduces in this session.

Bill reviews four main reasons people fail at important tasks. He examines differences between learners who see failures as dead ends and those who see failure as a starting point for new learning. Carefully structured feedback can play in helping students turn failures into learning opportunities.

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Using Digital Portfolios in Grades 5-12 to Create a Culture of Feedback

Slides | Complete Handouts

Research on characteristics of effective feedback reveals one simple truth time and again—feedback gathered by learners is more powerful than feedback given to learners. Our primary role in promoting learning should be to develop students who constantly reflect on what they know and what they don’t know—behaviors that can be encouraged through the regular use of digital portfolios in the classroom.

William M. Ferriter discuss the role of reflection in developing independent, self-directed learners. He examines how blogs, simple Web 2.0 tools, can play a role in digital portfolio projects. Participants learn how they can launch digital portfolio projects in their own classrooms.

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If this content resonates with you, you might also want to check out my latest book, Creating a Culture of Feedback.  It’s a quick read that will force you to think carefully about the difference between grading and feedback in the modern classroom.