Grades have long been commonplace in education, but it’s crucial to ask: What is the true purpose of grading?
As the education system becomes more student-centered, significant questions arise about the effectiveness and fairness of traditional grading practices. This shift compels us to re-evaluate our grading practices to ensure they are fair, just and accurately reflect student learning and progress. By rethinking our approach, we can better support all students and create a more inclusive and supportive learning environment.
1. Reducing inequities
Traditionally, grades have been used as a proxy for learning, communicating to students, educators and families that a student has learned a great deal (A), some (C) or very little (F). Often, standardized grading scales exist, but grading practices are left up to individual educators, meaning that an “A” in one classroom can mean something different than an “A” in a classroom down the hall. Letter grades and even a more robust 1 to 100 numerical system do not provide specifics about what a student has or has not learned. The challenge is compounded when we consider that grades are often averaged rather than favoring more recent demonstrations of learning. Grades also often include effort and extra credit, which are not indicative of students’ mastery of content and skills. Decades of research overwhelmingly show that traditional grading perpetuates achievement disparities, undermines effective teaching, harms students and is often inaccurate.
2. Redefining grades
According to Dictionary.com, the term “grade” means:
- A letter, number or other symbol indicating the relative quality of a student’s work in a course, examination or special assignment
- A step or stage in a course or process
Historically, school systems have aligned with the first part of the definition, using grades represented as letters, numbers and symbols. However, a single letter, number or symbol cannot fully capture the breadth of a learning experience. Instead, we need to redefine the word “grade” around the second part of the definition, indicating a step or stage in the learning process toward a learning target.
In many traditional systems, grades have become the currency, meaning students often work to “get” a higher grade rather than striving to learn. This currency has also been integrated deeply into postsecondary systems, such as financial and admissions requirements.
3. Accurately reflecting achievement
As learning communities strive to be more student-centered, it is essential to discuss the purpose of grading and the role it plays in teaching and learning. Some learning communities may choose to keep traditional grades but change practices so that grades more accurately reflect student learning. Others may choose to move away from grades altogether. Consider how your community can move toward a more authentic and student-centered “grading” system.
Grading in personalized, competency-based learning
In a personalized, competency-based system, knowledge and skills are the currency, and students are eager to demonstrate what they have learned and which academic standards and competencies they have mastered. Emphasis is placed on formative checks for understanding and continued growth. Students can demonstrate their learning when ready, rather than as a whole-class group. Priority is placed on the most recent learning demonstrations rather than averaging traditional letter and number grades are often replaced with indicators such as “emerging” and “proficient” or other community-selected terms.
