I recently had a graduating student confide in me that he only had one regret about his education so far. He wished he had focussed less on marks and more on learning. I was sad for him for realizing he’d missed the boat, and also astonished that he realized his straight A report card wasn’t really worth the time he’d spent earning it. Schools aren’t set up for students to take the kind of risk it takes to focus on learning. The almighty letter grade can mean getting in to your university of choice – or not.
Deep learning is messy and wrought with failures and setbacks. High marks don’t always take students on that kind of a journey. In general, if you do the work with mostly the “right” answers and participate well in class, a good mark is coming your way. Just follow the dotted line and you’re golden.
I just can’t like that.
This article from the Globe and Mail, by Elyse Watkins, is interesting and more evidence that we need to change the focus back to learning and away from letter grades. She argues that “we need to prevent this “currency” from being misused as the only worth of a student’s learning”. I couldn’t agree more!
If we want better students, end the 19th-century ‘grading game’
Letter grades, and their value in learning, are being brought into question with increasing frequency. You may recall that I am not a supporter of letter grades in our schools. They are subjective and relatively meaningless. And, worse, they take the focus away from LEARNING and put it on COMPARING. Jordan Tinney, Superintendent/CEO of the largest school district in BC, has written a piece about letter grades – what do letter grades have to do with performance? He asks where, in the real world, are we ever evaluated with a percent and a letter grade. It’s worth a read!
What Do Letter Grades Have to Do With Performance?
Earlier I said that letter grades don’t say much about learning. Here’s one quick example to get you thinking about that.
A student takes a course and gets the following marks out of 10:
- 1, 2, 3, 4, 5, 7, 9 and one missing assignment
- And then writes the final exam and gets 95%.
- Assignments = 31/80 Exam = 95/100
Depending on how the teacher thinks about this, the student could get some very different final grades.
- Some teachers would say that 126/180 is 70% “C+”
- Some teachers might put more weight on the exam and come up with a “B”
- Some teachers might note the growth over time and the fact that the student had mastered the content for the exam – therefore 95% “A”
- Some teachers might note the missing assignment and say “incomplete” or “fail”
But what did the student learn?