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On the Subjectivity of Grades
On the Subjectivity of Grades
Unlike STEM courses, that are both founded on and assessed by precise numerical calculations, English grades are not as easily calculated. As educators, we know that English courses and content are highly subjective, along with the grades assigned which Zoeckler argues are “heavily laden with moral considerations.”
Unlike STEM courses, that are both founded on and assessed by precise numerical calculations, English grades are not as easily calculated. As educators, we know that English courses and content are highly subjective, along with the grades assigned which Zoeckler argues are “heavily laden with moral considerations.”
It is problematic, to say the least, that...
It is problematic, to say the least, that...
“ A creative writing assignment may receive an “A” from a teacher in one class, but a “C” from a teacher in another class…The moral issues surrounding grading are perhaps nowhere as evident as they are in English courses.” – Zoeckler, American Secondary Education
“The difference between failure and the honor roll often depends on the grading policies of the teacher. To reduce the failure rate, schools don't need a new curriculum, a new principal, new teachers, or new technology. They just need a better grading system.” – Reeves, Educational Leadership
Self Reflection
Self Reflection
As an English teacher, If you are still unconvinced, please take a moment to ask yourself the following questions:
As an English teacher, If you are still unconvinced, please take a moment to ask yourself the following questions:
- Have your expectations for a student's performance ever impacted their grade?
- Has your perception of a student's effort/attitude ever impacted their grade?
- Have you ever created or altered a grading scale to reflect your teaching philosophy?
- Have you ever used grades to influence behavior (i.e. a zero for motivation) hoping "Maybe next time they will learn to turn it in on time" ?
If you answered yes to any of these, then you have experienced the issue of subjectivity in assessing students in the English classroom. Don't worry, we've all done it. That is the nature of our school culture. Fortunately, in the elimination of grades, this barrier to student growth does not have to be perpetuated.
If you answered yes to any of these, then you have experienced the issue of subjectivity in assessing students in the English classroom. Don't worry, we've all done it. That is the nature of our school culture. Fortunately, in the elimination of grades, this barrier to student growth does not have to be perpetuated.
Why Gradeless?
Why Gradeless?
Exigence, Theories, and Best Practices Driving Evaluation Reform
Exigence, Theories, and Best Practices Driving Evaluation Reform
“Research has proven that grades are not an effective form of feedback and lower a student’s self-efficacy. Even if teachers provide written/oral feedback along with the grade, students are so consumed with the letter that they cannot focus on the other feedback, resulting in little to no growth on future assignments.” – Waugh, NCTE Blog
“A pedagogy that promotes progressive ideas such as valuing student voice and promoting authentic learning ultimately falls short if it’s only measured through points that culminate in a grade, with little to no qualitative feedback…This is largely because grades, rather than learning, are what students then come to seek.” – O’ Connor & Lessing, Schools: Studies in Education
“There are some aspects of teaching that we keep in cages in hopes they will never escape…We don’t share our concerns with our own grading approach or that of a colleague’s often, and we don’t spend time with each other determining the meaning of a C, an A, or discussing what constitutes a 3.5 on a rubric…The day is upon us, however. It’s time to talk about grades, grading, and report cards openly, if we haven’t before, questioning assumptions, embracing alternatives, and focusing on the promise of what teaching and learning can be.” – Wormeli, Fair Isn’t Always Equal : Assessing & Grading in the Differentiated Classroom
“Grades serve as a shortcut means of informing students about their progress… strategies that help students reflect on their learning are better motivators than grades… giving grades in writing courses risk objectifying both students and their writing without regard to the individual goals and backgrounds…
Resolution: Resolved, that the National Council of Teachers of English encourage teachers to refrain as much as possible from using grades to evaluate and respond to student writing, using instead such techniques as narrative evaluations, written comments, dialogue journals, and conferences” – NCTE, Position Statement: Resolution on Grading Student Writing
In this 30 minute podcast, Yale Professor, Dr. Laurie Santos, discusses the history of grades, their impact, and our societies obsession with them.
She asks us to "Think back to our school days for a second. What was the worst grade you ever got? How did it make you feel? And now, think about the best grade. How was that? Grades... Even decades after graduation we can still remember what those marks felt like!"
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