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My Story
My Story
I started researching gradeless classrooms at a point of frustration. I was spending hours at home grading work or preparing lessons. As I waded into the gradeless classroom waters, I discovered much better reasons to grade less than my initial hope to bring home less work. In fact, GradeLess doesn't equate to less work, just different work. Rather than ranking and sorting my students, I get to spend time creating lessons, analyzing my students' skills, and providing feedback. My students reported that their anxiety decreased and their willingness to take on challenges increased, and I feel like my classroom has changed from a grading game to a learning lab.
I started researching gradeless classrooms at a point of frustration. I was spending hours at home grading work or preparing lessons. As I waded into the gradeless classroom waters, I discovered much better reasons to grade less than my initial hope to bring home less work. In fact, GradeLess doesn't equate to less work, just different work. Rather than ranking and sorting my students, I get to spend time creating lessons, analyzing my students' skills, and providing feedback. My students reported that their anxiety decreased and their willingness to take on challenges increased, and I feel like my classroom has changed from a grading game to a learning lab.
Why go GradeLess?
Why go GradeLess?
"From Degrading to De-grading" by Alfie Kohn
"From Degrading to De-grading" by Alfie Kohn
1. Grades tend to reduce students’ interest in the learning itself.
1. Grades tend to reduce students’ interest in the learning itself.
2. Grades tend to reduce students’ preference for challenging tasks.
2. Grades tend to reduce students’ preference for challenging tasks.
3. Grades tend to reduce the quality of students’ thinking.
3. Grades tend to reduce the quality of students’ thinking.
4. Grades aren’t valid, reliable, or objective.
4. Grades aren’t valid, reliable, or objective.
5. Grades distort the curriculum.
5. Grades distort the curriculum.
6. Grades waste a lot of time that could be spent on learning.
6. Grades waste a lot of time that could be spent on learning.
7. Grades encourage cheating.
7. Grades encourage cheating.
8. Grades spoil teachers’ relationships with students.
8. Grades spoil teachers’ relationships with students.
9. Grades spoil students’ relationships with each other.
9. Grades spoil students’ relationships with each other.
How did you do it?
How did you do it?
1. Start by identifying the essential standards or goals of your class.
1. Start by identifying the essential standards or goals of your class.
2. Communicate with admin, students, parents, and colleagues.
2. Communicate with admin, students, parents, and colleagues.
3. Grade less. Do not grade practice. If class is interesting, the lesson is relevant, and time is provided, students will do the practice for 0 points.
3. Grade less. Do not grade practice. If class is interesting, the lesson is relevant, and time is provided, students will do the practice for 0 points.
4. Don’t grade behavior. Grading should not be a classroom management tool. Relationships are the best classroom management tool.
4. Don’t grade behavior. Grading should not be a classroom management tool. Relationships are the best classroom management tool.
5. Provide multiple opportunities to demonstrate growth.
5. Provide multiple opportunities to demonstrate growth.
6. Use the gradebook to take notes, not do math.
6. Use the gradebook to take notes, not do math.
7. Evaluate where the student ended the learning journey, not an average of all events on the journey.
7. Evaluate where the student ended the learning journey, not an average of all events on the journey.
8. Conference with students.
8. Conference with students.
9. Define what each letter grade means so that you can give holistic grades if you must.
9. Define what each letter grade means so that you can give holistic grades if you must.
How should I start?
How should I start?
As you think about how you might go GradeLess, ask yourself these questions.
As you think about how you might go GradeLess, ask yourself these questions.
(And, remember that you don't have to dive in. You can wade into the GradeLess waters, just as I did.)
Reducing
Reducing
What formative assessments and practice can you stop grading?
What are the 3-5 most important things your students must know or do by the end of the grading period (usually a semester)?
How and when can your students assess themselves?
What are your most important assessments? Be picky.
Communicating
Communicating
Are you making big enough changes that you should let administration, parents, and/or students know?
If you are unsure of how to answer this question, then communicate. Be clear. Be concise.
Reporting
Reporting
How and when will you provide feedback to students and parents?
Will your gradebook be organized by evidence or generalized standards?
Will you use a scale (1-3, 1-4, 1-10, etc.) to report the level at which expectations are being met, or will you use a check-off system when expectations are met?
Note that in the scale system, the numbers can change as students demonstrate growth toward the expectation.
Likewise, in the check-off system students who do not receive a check mark are expected to keep practicing or revising until they get that check mark.
Where can I learn more?
Where can I learn more?
READING
READING
Grading Smarter Not Harder by Myron Dueck (great book!)
Grading Smarter Not Harder by Myron Dueck (great book!)
LISTENING
LISTENING
VIEWING
VIEWING
GATHERING
GATHERING
What do your students think about your GradeLess classroom?
What do your students think about your GradeLess classroom?
This year was my first time being in GradeLess classrooms. Teacher Pathway and AP English are the two classes that have been the most beneficial for me this year, and they are both GradeLess. For me, I love the idea of a GradeLess classroom. Since I am a perfectionist, I stress over grades a lot. I do everything in my power to get an A, even if it means memorizing the information the day before the test. GradeLess classrooms are different. I actually learn. There is always a way to retake an assignment in order to show I understand it. This is important because not everyone is going to develop mastery at the same level. In the future, education should make a turn towards the GradeLess classroom system. Everyone makes mistakes. GradeLess classrooms provide second chances so students are able to learn from their mistakes. School should be a place where all students feel safe, and a GradeLess classroom is where I feel the safest.
This year was my first time being in GradeLess classrooms. Teacher Pathway and AP English are the two classes that have been the most beneficial for me this year, and they are both GradeLess. For me, I love the idea of a GradeLess classroom. Since I am a perfectionist, I stress over grades a lot. I do everything in my power to get an A, even if it means memorizing the information the day before the test. GradeLess classrooms are different. I actually learn. There is always a way to retake an assignment in order to show I understand it. This is important because not everyone is going to develop mastery at the same level. In the future, education should make a turn towards the GradeLess classroom system. Everyone makes mistakes. GradeLess classrooms provide second chances so students are able to learn from their mistakes. School should be a place where all students feel safe, and a GradeLess classroom is where I feel the safest.
Sierra Shanks, Roosevelt High School '20
I loved that you graded less. It gave this reassurance that you, as a teacher, want to see your students grow instead of conforming to the traditional school system. It really gave meaning to my assignments.
I loved that you graded less. It gave this reassurance that you, as a teacher, want to see your students grow instead of conforming to the traditional school system. It really gave meaning to my assignments.
Anastasia Clancey, Roosevelt High School '20
The GradeLess method for in class essays was especially nice. It allowed me to focus on certain aspects of each piece of writing I was doing instead of focusing on the effect it would have on my grade. It allows me to take feedback in a more constructive way because I knew I could improve the next week. GradeLess grading also reduced my overall anxiety about the class. No one week would define my grade; it was about who I was at the end instead of who I was on a bad Tuesday in February.
The GradeLess method for in class essays was especially nice. It allowed me to focus on certain aspects of each piece of writing I was doing instead of focusing on the effect it would have on my grade. It allows me to take feedback in a more constructive way because I knew I could improve the next week. GradeLess grading also reduced my overall anxiety about the class. No one week would define my grade; it was about who I was at the end instead of who I was on a bad Tuesday in February.
Hope Grismer, Roosevelt High School '20
Students should be graded on their demonstration of their understanding of the topic at hand. If they choose to do that by scheduling a conference with their teacher to discuss the topic, or by making a presentation, or by writing an essay, or whatever they want, as long as the content is there, and understanding of the topic has been made clear, the student should be graded well. Teachers should take notes on what was done well and what needs work, evaluating the strengths and weaknesses in each student . Grades, instead of being based on the amount of work a student turned in, would be based on the level of understanding demonstrated by the student. Something I’ve experienced personally, and something I’m sure teachers have noticed as well, is that sometimes students clearly have a good understanding of the content in a class, yet are doing poorly. That should not be. If a student understands that content well, there is no good reason for a failing grade. If you think students who understand a topic can fail because they don’t do the work, you have to concede that schools are in the business of making students work, not educating them.
Students should be graded on their demonstration of their understanding of the topic at hand. If they choose to do that by scheduling a conference with their teacher to discuss the topic, or by making a presentation, or by writing an essay, or whatever they want, as long as the content is there, and understanding of the topic has been made clear, the student should be graded well. Teachers should take notes on what was done well and what needs work, evaluating the strengths and weaknesses in each student . Grades, instead of being based on the amount of work a student turned in, would be based on the level of understanding demonstrated by the student. Something I’ve experienced personally, and something I’m sure teachers have noticed as well, is that sometimes students clearly have a good understanding of the content in a class, yet are doing poorly. That should not be. If a student understands that content well, there is no good reason for a failing grade. If you think students who understand a topic can fail because they don’t do the work, you have to concede that schools are in the business of making students work, not educating them.
Brian Hughes, Roosevelt High School '19
Your GradeLess method really relieved a lot of stress for me. Between working until 11 three nights a school week and having band rehearsal the other two nights, it was hard to find time to focus on my school work and multiple AP classes. AP English probably caused me the least amount of stress primarily because of this method. I also believe that the GradeLess method expanded my love for writing because writing for a grade isn't as fun as writing to explore different styles. I knew that I could experiment, and if it didn't work out as I'd hoped, it wouldn't result in failing the class. It would only result in knowing to try something different next time.
Your GradeLess method really relieved a lot of stress for me. Between working until 11 three nights a school week and having band rehearsal the other two nights, it was hard to find time to focus on my school work and multiple AP classes. AP English probably caused me the least amount of stress primarily because of this method. I also believe that the GradeLess method expanded my love for writing because writing for a grade isn't as fun as writing to explore different styles. I knew that I could experiment, and if it didn't work out as I'd hoped, it wouldn't result in failing the class. It would only result in knowing to try something different next time.
Ally Ercink, Roosevelt High School '20
I see writing in a whole new way. We didn’t write everything for a grade. A lot of the time it was just for self-improvement. I write more maturely than I did at the beginning of the year. Words have so much meaning behind them, and I finally know how to get my point across. Everyday I walked into this classroom with little to no pressure. Fewer grades makes me feel more like a student and less like a number. I am one who stresses about my grades way too often. It’s nice to know one of them has only a few grades.
I see writing in a whole new way. We didn’t write everything for a grade. A lot of the time it was just for self-improvement. I write more maturely than I did at the beginning of the year. Words have so much meaning behind them, and I finally know how to get my point across. Everyday I walked into this classroom with little to no pressure. Fewer grades makes me feel more like a student and less like a number. I am one who stresses about my grades way too often. It’s nice to know one of them has only a few grades.
Grace Neugebauer, Roosevelt High School '20
As a student being a part of an almost GradeLess classroom, I absolutely loved it. I never felt pressured by you to reach a certain score or earn a certain grade. You always gave me the opportunity to grow and learn, which helped me to succeed even more. Overall, this class has been one of my favorites so far in my high school career. By having a teacher who supports me and only desires to see my growth, I was never worried or stressed about this class. Not only did I grow drastically as a student, but I have taken a huge step in becoming an even better version of myself.
As a student being a part of an almost GradeLess classroom, I absolutely loved it. I never felt pressured by you to reach a certain score or earn a certain grade. You always gave me the opportunity to grow and learn, which helped me to succeed even more. Overall, this class has been one of my favorites so far in my high school career. By having a teacher who supports me and only desires to see my growth, I was never worried or stressed about this class. Not only did I grow drastically as a student, but I have taken a huge step in becoming an even better version of myself.
Tatum Wilson, Roosevelt High School '20
Ungraded practice undoubtedly helped me. I was able to focus on learning the unit rather than focusing solely on the grade I would receive for the practice. Not only does this method take off stress, but it also creates an approach that graded practice typically does not: passion. Stress in the classroom is often associated with hatred of the course. I can say, for sure, that the reason I detested [one of my classes this year] was correlated to the weighted workload. I know that it wasn’t the topic I hated; it was the class itself, but I could see where others may not be able to determine the line between hating the class and hating the subject. Once stress is reduced, the path to an enjoyable education is opened up. And because of that, I’ve been able to love English in a way I didn’t ever think I would.
Ungraded practice undoubtedly helped me. I was able to focus on learning the unit rather than focusing solely on the grade I would receive for the practice. Not only does this method take off stress, but it also creates an approach that graded practice typically does not: passion. Stress in the classroom is often associated with hatred of the course. I can say, for sure, that the reason I detested [one of my classes this year] was correlated to the weighted workload. I know that it wasn’t the topic I hated; it was the class itself, but I could see where others may not be able to determine the line between hating the class and hating the subject. Once stress is reduced, the path to an enjoyable education is opened up. And because of that, I’ve been able to love English in a way I didn’t ever think I would.
Janessa Lo, Roosevelt High School '20
School should be about learning, not getting a good grade, and so many students do things like cheat because they would fail the class if they allowed themselves to take a whack at trying to learn at all. A new philosophy to grading not unlike Mrs. Benz's would be beneficial to the whole of the American education system, and would help American youth reignite a passion for learning.
School should be about learning, not getting a good grade, and so many students do things like cheat because they would fail the class if they allowed themselves to take a whack at trying to learn at all. A new philosophy to grading not unlike Mrs. Benz's would be beneficial to the whole of the American education system, and would help American youth reignite a passion for learning.
Grace Schofield, Roosevelt High School '20
More FAQs
More FAQs
Do your students get a grade for your class on their transcript for colleges?
Do your students get a grade for your class on their transcript for colleges?
Yes, that's my school's policy. Some schools have skills-based transcripts or portfolios instead of grade-based transcripts, but they are rare. To determine the grade, the best method is to take a look at the accumulated evidence with each student and decide together what grade the evidence points to. This requires a clear definition of what each grade looks like for each standard and sample evidence for each grade. In addition, we look at where the student ended up, not an average of what the student did along the way. My students create a Powerpoint that includes links to their best evidence, and we go through that together. Learning conferences have become a special time for the students and me to get to know one another even better so that I can meet their unique needs.
Yes, that's my school's policy. Some schools have skills-based transcripts or portfolios instead of grade-based transcripts, but they are rare. To determine the grade, the best method is to take a look at the accumulated evidence with each student and decide together what grade the evidence points to. This requires a clear definition of what each grade looks like for each standard and sample evidence for each grade. In addition, we look at where the student ended up, not an average of what the student did along the way. My students create a Powerpoint that includes links to their best evidence, and we go through that together. Learning conferences have become a special time for the students and me to get to know one another even better so that I can meet their unique needs.
How do you prepare your students for important standardized tests?
How do you prepare your students for important standardized tests?
My students do a lot of practice to prepare for the ACT, the AP exam, and my district's semester exams, but I don't grade practice. I assess their work and provide feedback both on the work and in the gradebook, but give no grade because a final transcripted grade should show where a student ended up, not an average of how the student performed along the way. My students are also more eager to practice when they don't have to worry about the practice affecting their grade.
My students do a lot of practice to prepare for the ACT, the AP exam, and my district's semester exams, but I don't grade practice. I assess their work and provide feedback both on the work and in the gradebook, but give no grade because a final transcripted grade should show where a student ended up, not an average of how the student performed along the way. My students are also more eager to practice when they don't have to worry about the practice affecting their grade.
Is your gradebook empty? How do parents stay informed?
Is your gradebook empty? How do parents stay informed?
I put a lot of numbers and verbal feedback into our online gradebook, but do not select for it to be calculated into a grade. This way there's a record of progress for students, parents, and administration. No surprises.
I put a lot of numbers and verbal feedback into our online gradebook, but do not select for it to be calculated into a grade. This way there's a record of progress for students, parents, and administration. No surprises.
Did GradeLess reduce your workload?
Did GradeLess reduce your workload?
Although that was my initial hope, GradeLess did not reduce my workload until I had been at it for a few years. It did change my work to be more fulfilling and exciting for both my students and me, though. For GradeLess to work, lessons must be meaningful and relevant so that students find themselves working for intrinsic rewards. Students should also be given voice, choice, and time for their practice and learning. And, finally the teacher must be a strong communicator with students, parents/caregivers, and administration about students' progress, as well as the how's and why's of GradeLess. An effective GradeLess teacher is definitely not taking the easy road. It's hard, focused work, but also some of the most fulfilling work I've experienced.
Although that was my initial hope, GradeLess did not reduce my workload until I had been at it for a few years. It did change my work to be more fulfilling and exciting for both my students and me, though. For GradeLess to work, lessons must be meaningful and relevant so that students find themselves working for intrinsic rewards. Students should also be given voice, choice, and time for their practice and learning. And, finally the teacher must be a strong communicator with students, parents/caregivers, and administration about students' progress, as well as the how's and why's of GradeLess. An effective GradeLess teacher is definitely not taking the easy road. It's hard, focused work, but also some of the most fulfilling work I've experienced.
Do you really give zero grades?
Do you really give zero grades?
GradeLess has a capital L to emphasize that the classroom can be gradeless or can grade less. In my district, I have to give grades at the end of reporting periods. I teach 5 classes a day. This past semester one class was completely gradeless except for what the district required, two had 4 grades for major projects, and two had 6 grades for their major work. This could seem like a scary set up because one grade could tank the average, but my students are allowed to re-do and revise their work. In addition, I consider where the student ended up, not what the average is and provide a grade accordingly.
GradeLess has a capital L to emphasize that the classroom can be gradeless or can grade less. In my district, I have to give grades at the end of reporting periods. I teach 5 classes a day. This past semester one class was completely gradeless except for what the district required, two had 4 grades for major projects, and two had 6 grades for their major work. This could seem like a scary set up because one grade could tank the average, but my students are allowed to re-do and revise their work. In addition, I consider where the student ended up, not what the average is and provide a grade accordingly.
What could GradeLess look like in my online gradebook?
What could GradeLess look like in my online gradebook?
Some GradeLess teachers use a checklist system. Determine what your students must know and be able to do. Then, check off those standards as they hit proficiency. At the end of a grading period, meet with each student to go over the checklist and decide an appropriate grade for the report card. This is essentially what Aaron Blackwelder, a leader of Teachers Going Gradeless, does.
Some GradeLess teachers use a checklist system. Determine what your students must know and be able to do. Then, check off those standards as they hit proficiency. At the end of a grading period, meet with each student to go over the checklist and decide an appropriate grade for the report card. This is essentially what Aaron Blackwelder, a leader of Teachers Going Gradeless, does.
I like to put my essential standards in the gradebook (I keep it small at 3-7 of the most important standards) and then mark the student's level periodically, at least every other week. I also include comments with each entry. This is how my AP and EL classes work. As the student improves, the score improves. One scale you can use that converts easily to most grading scales follows.
I like to put my essential standards in the gradebook (I keep it small at 3-7 of the most important standards) and then mark the student's level periodically, at least every other week. I also include comments with each entry. This is how my AP and EL classes work. As the student improves, the score improves. One scale you can use that converts easily to most grading scales follows.
10 = I can do this, and I can teach this to others.
10 = I can do this, and I can teach this to others.
9 = I can do this without support and will make some errors.
9 = I can do this without support and will make some errors.
8 = I can do this with support or collaboration.
8 = I can do this with support or collaboration.
7 = I need more time.
7 = I need more time.
If you want to stay away from numbers that look like grades, you can convert the above to a 1-4 scale, though you'll want to mark that the grade should not be included in calculation because a 3 would equal a C, and a 2 and 1 would be an F in most grading scales.
If you want to stay away from numbers that look like grades, you can convert the above to a 1-4 scale, though you'll want to mark that the grade should not be included in calculation because a 3 would equal a C, and a 2 and 1 would be an F in most grading scales.
Of course, if you like more wiggle room, you can use other scales that are out of 20 or 30. I recommend not going much above 30, though. The higher the scale, the less reliable it is.
Of course, if you like more wiggle room, you can use other scales that are out of 20 or 30. I recommend not going much above 30, though. The higher the scale, the less reliable it is.
Some GradeLess teachers just grade less. This is how my Teacher Pathway class looks. I put only 5 major projects in the gradebook. I do not grade practice or process, though I provide a lot of feedback and support during the process and practice. Students are always allowed to re-do any project until it meets their and/or their caregivers' expectations. At the end of a grading period, I might also conference with each student with this guiding question: Is the current gradebook score an accurate reflection of your learning in relation to the course standards? They lead the conference by preparing a Google Slides presentation to justify with reasoning and evidence the grade they believe they deserve.
Some GradeLess teachers just grade less. This is how my Teacher Pathway class looks. I put only 5 major projects in the gradebook. I do not grade practice or process, though I provide a lot of feedback and support during the process and practice. Students are always allowed to re-do any project until it meets their and/or their caregivers' expectations. At the end of a grading period, I might also conference with each student with this guiding question: Is the current gradebook score an accurate reflection of your learning in relation to the course standards? They lead the conference by preparing a Google Slides presentation to justify with reasoning and evidence the grade they believe they deserve.
How do you ensure that your students complete practice without grades?
How do you ensure that your students complete practice without grades?
The work must be interesting and meaningful.
The work must be interesting and meaningful.
I provide time in class to do the work. (Some say there's no time for this. Finland, one of the world's most successful education systems, would disagree. Stick to only what is essential.)
I provide time in class to do the work. (Some say there's no time for this. Finland, one of the world's most successful education systems, would disagree. Stick to only what is essential.)
I am fully present as the students practice by walking around and checking in with them frequently to offer feedback and encouragement. I'm always assessing where they are in our learning even though I'm rarely grading.
I am fully present as the students practice by walking around and checking in with them frequently to offer feedback and encouragement. I'm always assessing where they are in our learning even though I'm rarely grading.
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