(I wrote this post last night and it apparently disappeared. If it shows up multiple times in your reader, I apologize.)
The Washington Post had an article recently on grading scales and weighted grades in various honors classes in different school districts in our area. This is frustrating to parents (and I assume to students, although that is not a focus of the article). This was a front page article in the Post which suggests a significant level of importance. I read the article with growing frustration. These parents are up in arms over this issue which has absolutely nothing to do with what their children are learning. The only thing that matters, apparently, is the grade on the transcript.
I found this to be a sad commentary on the state of education today. Our students are working to earn grades rather than to learn and their parents are encouraging this. Many teachers will say that one of their main goals is to encourage life-long learning. Grades are in direction opposition to this aim.
Showing posts with label grades. Show all posts
Showing posts with label grades. Show all posts
Friday, January 04, 2008
Sunday, December 16, 2007
To Grade or Not To Grade
It's the end of the second quarter for us. That makes it my least favorite time each quarter. Most elementary school teachers in my district will tell you that report card time stinks because it requires bubbling grades in eight content areas (an academic grade and an effort grade) and ten word study areas. Then comments also have to be bubbled in. It is very time consuming and mind numbing.
I, however, hate it with an even greater passion. I can't figure out why I'm doing it (aside from the fact that I'm required to as a part of my job). What is the purpose of these grades? My husband, a college professor, firmly believes that grades are what motivates his students to do the work. He's probably right. But, I think it's true because we've trained kids with that motivation. I want my fifth graders to work because they want to learn, not because I'm going to judge them.
Another argument is that we use report cards to communicate with parents. Again, probably true. But, does a report card really communicate effectively? Telling a parent that their child earned a B in math with a G (good) for effort doesn't really say much. It doesn't let them know that the student excelled in geometry that quarter, but is still struggling to understand how to multiply and divide with decimals. It does a much better job of ranking students and making it easy to compare them to one another.
I would much rather spend two or three times as long on a more effective mode of communication for parents than to use a report card. I'd rather have to work even harder to make my lessons engaging and relevant to my students than to expect them to do the work in the hope of earning an A. One of my goals as a teacher is that my students love to learn. I think grades are in conflict with that goal.
(I think I'm in the minority in this area and I'd love to hear others' thoughts.)
I, however, hate it with an even greater passion. I can't figure out why I'm doing it (aside from the fact that I'm required to as a part of my job). What is the purpose of these grades? My husband, a college professor, firmly believes that grades are what motivates his students to do the work. He's probably right. But, I think it's true because we've trained kids with that motivation. I want my fifth graders to work because they want to learn, not because I'm going to judge them.
Another argument is that we use report cards to communicate with parents. Again, probably true. But, does a report card really communicate effectively? Telling a parent that their child earned a B in math with a G (good) for effort doesn't really say much. It doesn't let them know that the student excelled in geometry that quarter, but is still struggling to understand how to multiply and divide with decimals. It does a much better job of ranking students and making it easy to compare them to one another.
I would much rather spend two or three times as long on a more effective mode of communication for parents than to use a report card. I'd rather have to work even harder to make my lessons engaging and relevant to my students than to expect them to do the work in the hope of earning an A. One of my goals as a teacher is that my students love to learn. I think grades are in conflict with that goal.
(I think I'm in the minority in this area and I'd love to hear others' thoughts.)
Sunday, August 19, 2007
Failing Students
Standing at the copier on Friday, a colleague showed me a test taken by a student in her class. This young man is identified as having learning disabilities and took a modified version of this math test with one-on-one support to ensure he understood the directions and questions. In spite of all of this, he earned a D. Her question to me was what to do. Should she accept that the modified test and extra support should have been enough and record the D?
I wasn't sure what to say to her. This question is one I have struggled with for years.
Finally I asked her if she thought he understood the concepts being tested. She said he didn't. My response then was that it doesn't matter how much the test was modified or how much support he was given or if he had the opportunity to take the test again. If he doesn't understand the material then the test is irrelevant. He needs to learn the concepts first.
The conversation brought me back to one of my biggest concerns in education today. We (teachers, students, parents, etc.) get so caught up in grades that we often lose sight of the actual learning. It doesn't really matter what grade a child earns; what matters is the depth of their understanding about the concepts.
If we know a child doesn't understand and hasn't learned something, what is the purpose of giving a test? Wouldn't our time be better spent teaching?
I wasn't sure what to say to her. This question is one I have struggled with for years.
Finally I asked her if she thought he understood the concepts being tested. She said he didn't. My response then was that it doesn't matter how much the test was modified or how much support he was given or if he had the opportunity to take the test again. If he doesn't understand the material then the test is irrelevant. He needs to learn the concepts first.
The conversation brought me back to one of my biggest concerns in education today. We (teachers, students, parents, etc.) get so caught up in grades that we often lose sight of the actual learning. It doesn't really matter what grade a child earns; what matters is the depth of their understanding about the concepts.
If we know a child doesn't understand and hasn't learned something, what is the purpose of giving a test? Wouldn't our time be better spent teaching?
Thursday, January 04, 2007
More Thoughts on Grades
A recent article in the Washington Post gave me more food for thought on the whole issue of grades. It seems there is quite a hullabaloo in our area about the different ways school divisions calculate grade point averages. Not every school district weighs every class the same. As a result, the same course load can earn students higher GPAs in some districts than in others.
It saddens me because it shows, yet again, that what matters most to parents and students are the grades, not the learning. I find that to be a sad commentary on the state of education today. Educators talk frequently about wanting to encourage students to become life-long learners. Grades encourage the polar opposite.
It saddens me because it shows, yet again, that what matters most to parents and students are the grades, not the learning. I find that to be a sad commentary on the state of education today. Educators talk frequently about wanting to encourage students to become life-long learners. Grades encourage the polar opposite.
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