Day 11 (of 186) the day after a rant on letter grades….good news?
Day 10 saw me rant on schools wanting to “go back” to report cards when the shift away from thinking that letter grades mean something specific when they don’t…..when they can’t. A student could be excelling in number operations, not understand anything in geometric thinking, and be proficient in measurements and end up with anything ranging from an A-C-. Even some jurisdictions can be vague enough when providing numbers (1-4) next to Learning Outcomes and report cards can have all 3’s and the letter grade associated with it can be anything from an A to a C+ <– on the same report card….the struggle is real!
But then after being flabbergasted by one news story, @drudge_report had one that calmed me down:
They seem to have gone far enough along the implementation dip that they are seeing that there is value in highlighting achievements of individuals – aka showing artifacts of authentic Learning! Is it better to ace a spelling test or to use the words to create poetry? Memorize timetables to complete a mad minute or explain a math concept to others to help them understand it?
Much like the culture that Yao Zhong shows in Who’s Afraid of the Big Bad Dragon, when grades are what is valued, the Learning is devalued, and chasing the A becomes the focus (lie cheat steal extra-credit….)
And as we continue to shift to value intrinsic learning rather than extrinsic (de)motivation, others are seeing what I have seen: “This will not cause students to stop thriving,” says Stock. “If anything it will make efforts feel more worthwhile and the assessments more authentic.”
It’s great to see that others are pushing through the implementation dip, focusing on better communicating to others about the reasons why it’s right to shift how Communicating Student Learning occurs! Glad this article brightened my day!