Evaluation and Grading
According to Oakes and Lipton, "Evaluation, which is usually the end product assessment, is the interpretation of the student's response and a judgment about its quality, value, or worth. Evaluation involves the application of established criteria to determine whether the performance being assessed or tested is good. Grades- are one example of evaluations, since they convey whether a student has done well, average, or poorly; but they say nothing about the particulars of what he or she has learned" (2018).
In order to practice evaluation that was more equitable and comprehensive than traditional formats, my cooperating teacher taught me the practice of grading the process rather than just the final product. Because our classes were mainly project-based, my cooperating teacher had developed a system of grading in which small pieces of each project were due at different deadlines throughout the process. For instance, for the students' podcast project, there were multiple small assignments that led to the final product. First, students listened to and analyzed mentor texts (other podcast interviews). Then, students brainstormed questions they may want to ask in their interviews. Then, students worked on writing a script for their podcasts. In a series of other small steps, including recording, editing, and reflecting, students eventually produced their final podcast for submission. Along the way, each piece of the puzzle was reviewed and graded, usually out of 10 or 15 points. If students missed some deadlines or points along the way, though they could not resubmit work for a new grade, they could compensate for some lost points by completing the future steps. This process emphasized to students the value of the process and encouraged them to work on their final product gradually over time, rather than stressing about it at the last minute.
When it was time for students to turn in their final podcasts, my cooperating teacher and I shared the rubric below with them. The rubric, adapted from one my cooperating teacher had used in the past, graded students on each aspect of their podcast and on their project management. This rubric ensured that students understood which pieces of their work and process they should focus on in future projects. My cooperating teacher and I also each completed a rubric for each student, then compared our evaluations and graded students based on the average of our two grades. We also provided students with written feedback in addition to the rubric in order to explain our evaluations and celebrate the work.
This system of grading project management and valuing process over final product was entirely new to me, but made me realize the benefits of reworking conventional systems of grading and evaluation. This system centered student progression and growth over numerical representations. Each piece of the project had value and importance, and the incremental deadlines communicated to students that their efforts were being recognized and acknowledged. According to Joe Feldman in Grading for Equity, numerical grades are too often utilized as comprehensive representations of student worth and growth; however, such grades do not acknowledge or convey the pressures, systems of oppression, or outside responsibilities that impact students' work and grades (2019). Although education systems typically treat numbers as comprehensive images of students, they are neglecting to acknowledge the realities of being a student in the 21st century. Thus, educators and administrators are missing opportunities to work with students to strengthen their skills and aid in their academic and personal growth. In centering the process, educators may approach a more equitable system of evaluation and increase student motivation, management skills, and academic growth.
