Outstanding Young Educator Reflects on Grading

Deirdra Grode is a middle school social studies and language arts teacher at Hoboken Charter School in Hoboken, N.J., and ASCD's 2008 Outstanding Young Educator Award recipient.

My experience at the 2008 ASCD Annual Conference was unlike any experience I have ever had. I am still on a high from the energy and enthusiasm of the thousands of educators who also attended. So many educators from around the world approached me after my speech at the first general session to share stories about what their students are doing to make change. That was so inspiring to me.

The following two days of sessions encouraged me to reflect deeply on my teaching. Two sessions in particular, "Ask the Experts About Formative Assessment" and "Structuring Programs to Support the Whole Child in Middle Grades," challenged me to think about the way I have been structuring my instruction and assessment for years. In both sessions, presenters discussed the elimination of zeros and the flaws with traditional weights given for schoolwork. I began to think about how much of my grading is dependent on work completed at home, rather than on work completed in school or on the mastery of skills.

The more I have thought about it and spoken with colleagues, the more all of our heads are spinning. We see the value in homework and struggle with giving multiple chances to master material if we feel that adequate support and deadlines were provided in the first place. Independence, discipline, and the ability to meet deadlines are essential for students, and we believe that the way we structure homework meets those demands for many. Also, the additional time to introduce new material in class is provided when students practice work at home instead of in class.

Where we see the flaws with our current system are when we look at the students who are extremely resistant to homework completion and who develop so many zeros early on that they know they can never truly recover in regard to summer school, grade retention, etc.

How much can we differentiate student to student, we wonder, when it comes to something as objective as grading?

I am very curious to hear if other teachers and school districts are also discussing these issues or if there are any texts in particular that address these topics that other educators have found useful.

Comments

[JohnNorton]

Deidre -- This is terrific topic to explore, both rich and wide! I've been intrigued by some discussion promoted by a middle grades teacher friend, Bill Ferriter, which began in his blog back in March. He's dead set against zeroes, and that's enough to incite quite a lot of dialogue. You'll find his reflections and the many comments posted in response pretty interesting. The link is:

http://snipurl.com/bf_zeroes

You might want to join in.

[Bill Ferriter]

Deidre wrote:
We see the value in homework and struggle with giving multiple chances to master material if we feel that adequate support and deadlines were provided in the first place.

For me, Deidre, mastering material is the key factor in determining how many attempts to give my middle school students to complete assignments. The way I figure, mastering material is the final outcome I'm shooting for.

That doesn't mean I don't work hard to emphasize the importance of developing responsible work behaviors in my room. In fact, I probably give more feedback on work behaviors than any teacher in my building:

http://snipurl.com/273jo

But it does mean that I make a conscious effort to separate academic performance from student struggles to produce.

Does this make my peers happy?

Heck no! They argue regularly that "I'm failing to prepare kids for high school."

But the way I see it, preparing students for high school means ensuring that they've mastered the content covered in my classroom---and it's almost impossible to monitor mastery if a kid is missing assignments.

Does any of this make sense?

Bill----A 6th grade language arts and social studies teacher who is jazzed to see you using your forum here on ASCD to raise awareness about responsible grading practices. Good on ya!

[Mark]

On an intellectual level as a topic of debate and philosophy it makes sense to discuss this however, in the end, is it not a further "dumbing down" or our standards?
A recent "60 Minutes" program showing what India does, makes our homework requirements look like nothing and THEY (Indians) are far ahead of our kids.
What happened to parent support? Do we lessen requirements because kids won't do the work?

[tilgunas]

Is it "dumbing down" to not let a student choose to fail? I believe that strategies like "no zeroes" and insisting on mastery are not allowing a student to opt out. These are higher standards than letting a student slip through the cracks. I do not advocate not giving homework, for example, I advocate not letting a student get away with choosing not to do it. Does that make sense?

[Gregory Louie]

Dear Ms. Grode,

Thank you for posting your thoughts, questions and frustrations about grading. As a former core teacher (biology) I too faced those same questions.

Now as a career and technical education instructor, I am struck by the assumptions I used to have that form the foundation for developing "academic" "assessments."

It is now my opinion, that paper and pencil assessments, by their very nature, focus on individual grains of information that are fractured and divorced from the organic whole. It is no surprise that assessments that focus on small bits of knowledge fails to capture authentic mastery.

The opposite is the case in apprentice/master learning systems. A student carpenter builds a piece of fine furniture and the master carpenter is constantly assessing the student's skill at work during the process. Even if the student is not constantly monitored, a master's trained eye can reconstruct where the student strayed from correct application of the procedures just by looking at the finished piece.

This is true at the highest levels of math and science as well. University systems still teach graduate students in this way.

My hope is that the continual failure of so-called educational systems that focus on grains of information will allow enough members of our profession to come to the realization that the entire premise upon which this type of education is based is fundamentally flawed.

Education is authentic and true to its roots when it is grounded in authentic inquiries embedded within meaningful projects that model the real world of professionals. For me, only by encountering the rich soil of real-world problems will our student seedlings grow into true mastery.

A true master does not tear apart but integrates and creates. Why not provide students with the experience of the same?

All the best in your quest for understanding. I believe your frustrations will guide you to the truth ... that any grading system is fundamentally flawed if built on inauthentic and fragmented pieces of information.

My hope for the future of education lies in forward thinking educators like yourself who are willing to voice their frustration with current methods that foster no real learning.

All the best,

Gregory Louie

[Linde Csrawford]

Having come from a special education background and moved to regular education...I have always modified grading according to what the student is able to do. How can one grade someone's brain? But you can grade effort that is based on ability, can't you?

[Tracy Thayer]

The more I read in the research these days, the more I see on the concept of "effort." Yes, kids do not want to do homework and consequently get zero's. I don't think that is acceptable. If you go no zero, then you have to be willing to go the distance to make the kids complete their work in class. But who is exerting the "effort" and who is learning about "effort?"

[Dr. Dave Kommer]

The point is that a zero is mathematically unjustified. You can still give the student who does not turn in an assignment a number that represents the "F" grade. You just cannot ethically throw that student into a hole so deep even a change in behavior, attitude, or luck cannot save him/her.

[Exasperated Teacher]

I struggle with the no zero rule. I have students that don't do homework. I make them complete the homework under my supervision, if they don't do it at home. I also believe that when a student masters division (for example) they should be able to replace failing grades on division with new grades. I do have a problem with repetitively giving students points to bring 30% or 50% up to a 60% so that in the future the student might be able to bring their grade up to a passing grade. No one is giving my child points so that he can try to get a "B" up to an "A." He might need one point, but another student has received over 200 points through the semester to keep boosting them up to a 60%. Is that really "truth in grading?"

Exasperated Teacher!

[Dr. Marcia Austin]

As a former high school mathematics teacher and now an administrator, I must agree with Tracy that "... a zero is mathematically unjustified." After all, the student did not fail to demonstrate proficiency in all the standards. It is for this and other reasons that as a school we collectively, made the ethical decision that: 1) the lowest average posted on any report card would be 50%. This number communicates a need for improvement but also provides hope for the student. 2) adopting a weighted system that emphasizes work completed in school is a more true measure of what the student can and cannot do. Thus, homework is weighted 10% and the student will have 2 chances at completing the work. The other 90% would encompass assessments, labs, short and extended projects.

[Dr. Marybeth Peebles]

As a teacher educator, it is difficult to decide what stance to take toward homework. In class, we do an activity where the student teachers take a close look at why homework is assigned, the types of homework, the reasons why students don't do homework, and possible solutions to the problem. However, I know that the student teachers will get their first experience with homework from a teacher's perspective as they watch the practices of their cooperating teachers. This on-the-job experience will be more influential than any ideas about or attitude toward homework that I or my colleagues may display in class.

[Sue Royce]

As an instructor and administrator at the college level, I can't agree with the idea of not giving a zero. Throughout life there are consequences to what we do and don't do. The consequence of not handing in work is a zero. High school teacher may adopt the no zero policy, but college professors and employers will not! School is about many things, not the least of which is the student's academic performance. Inspire your students to do their work, and reward them when they do, but hold them accountable when they don't. There are other strategies that can be used to do this that do not include giving points to a student who has turned nothing in.

[Don Romero]

That a zero is "mathematically unjustified" is only half true. The other half is political correctness in what I call "grade fluffing". It's kind of like a pillow that has flattened out and is re-fluffed. The volume of foam, feathers, etc.(learning) is the same, it just looks better.

I prefer to hold my students accountable. In my classes, a zero is mathematically unacceptable. They get the extra time they need during their elective class and recess at a 30 point deduction. I don't have many repeats when they weigh out the options. And yes, it is still their choice. We also weight the assessments and daily work (including homework, informal assessments, participation, notebooks, etc. ) @ 60% and 40% respectively. We are even looking at a 70 / 30 or higher for next year. By weighting the categories appropriately, justifiably less emphasis is placed on introduction and practice than it is on assessments. Kind of like learning the skills during practices, so that on gameday the practices pay off.

There is no deep hole to dig out of and there is ongoing, meaningful intervention taking place. Students still get what they earn and know there are no freebies. Self respect/self esteem is best when earned by, yes, self. The teacher is there as the main support for such to take place, but the student is the main character in his/her autobiography.

[Diana Rosner]

I also work with students who are classified or below grade level. They have difficulty remembering things or processing what they read. Often, when we are learning math and I want to see if they have mastered a lesson, I let them have their text book with them. If they have trouble remembering how to do a problem I let them search for the directions on how to do the problems they are struggling with. It shows me that even though they can not remember how to do the math problem, they have the ability to search, on their own, to find help. It is sort of like researching something. They do not say, "I don't know how to do this problem." They say "I am not sure, but I know where to look to help myself find out how." I find that they feel less helpless and more self sufficient when they have a way to work problems out on their own.

[Robert Rose]

I can not agree with a "no zero" policy. If the work output is zero, the grade should reflect that. Teachers need to demand high expectations for their students. It is okay if a student is trying in your class and not reaching your expectations. As a good teacher, you should re-evaluate your expectations for that student. I do not think that a student should fail if they are truly trying...teachers need to adjust to help that student succeed. Although students who do not TRY should not be given a grade.

[Jill Proehl]

This issue is exactly what my school district is struggling with. As a former high school teacher, I agree with some of the comments made that we aren't preparing students responsibly to meet deadlines, however, have you taken a look at industry lately? It isn't about meeting deadlines. It's about quality of worklife, which I would almost bet my bottom dollar means deadlines can be massaged. Look at the story one of the news outlets did on Zappos shoes and catering to the now generation of workers who don't want to be like their parents working their heads off and rather would like to enjoy a more looser pace and focus on harmony and fulfillment in their workplace.

I know myself that when I'm late with meeting deadlines for my employer, which of course I have to admit I am quite frequently, I have had two schools of approach in administration - never the twain - either give it to me now or face the consequences or it's an important enough task that I need your attention focused on it, so I'll accept the tardiness.

I do think as educators, we need to focus on what we're assessing - are we assessing meeting of a standard or a target - or are we assessing work habits.

That's why I prefer not to have my students complete their work at home - I cannot assure whose standard I am measuring.

I agree that having a zero counteracts that philosophy, but then again, if a student doesn't give me something to assess, I can't assume that their proficiency is nothing either.

It's a conundrum, but I think we're bounds ahead of where I was when I first entered this business 20 years ago.

My current school district uses a standards-based grading scale of 4,3,2,1 - and that 1 is not mathematically zero. I believe to get an F, a student's average has to be 12%.

This scale bodes well for me, because I consider myself a particularly challenging teacher. On a traditional 90% scale, some students could easily fall into the D range because my targets are adjusted for the gifted student two years ahead of their age development.

As it is with this scale, a student who is struggling to reach the standards might earn a C, but not be penalized by the fact that I expect more than the average middle school teacher.

Good discussion, and one that needs further refinement, and might I add that higher education needs to open up a dialogue with K-12 education in this effort.

[Lorraine Partridge]

I had struggled with this issue since the beginning of my career until our district introduced the concept of "Avoid adverse consequences for initial failure." This embodied what I had always felt about failing grades for students who are really trying.

My goal in French is for a student to master a given set of skills to an acceptable proficiency level by the end of the year. The nature of learning a foreign language includes a wide range of initial aptitudes and experiences.

For the last few years I have been using a set of criteria for assignments, including homework, which is proficiency-based. The lowest grade of 1 on a 4-point scale will convert to a 70 on a 100-point scale. There is no way to fail if you try, even if you miss every single item. I do assign a grade of 0 for work not attempted, but the damage is much less than it would be on a 100-point scale. An occasional missed assignment will not destroy a student's daily average.

For participation, I assign the students a 70 each term to begin with and they earn points based on their participation in class. Many times I will give the students multiple attempts to earn points on questions that they have missed. Some students are quite competitive and earn over 30 points each term, which I cap at 110%, recognizing the super-achievers. Some students are quite taciturn, only earning points on those days that everyone in the class earns a point, therefore netting everyone an extra point, even above the 5-point per day maximum. This helps build teamwork and student interaction, as they must call on someone who has not yet had a point.

Both assignments and participation count as 15% to make up the district-mandated 30% daily average. There is no way a student will have a failing daily average if he attempts all the work, even if he is extremely quiet in class.

This leaves the student needing to pass the tests, weighted at 70%. I allow the students unlimited opportunities to retake the brief oral conjugation tests, but the written unit tests are rigorous and all exams are comprehensive. This grading system allows me to be demanding, but also gives students who really struggle with French the opportunity to know that even if it takes them all year to learn to spell their name, they can still pass, as long as they keep trying and eventually learn to speak French.

As a college prep teacher, I take my charge seriously and I try to explain to my inner-city students that they will need to know and be able to do the same things in college as their more economically advantaged classmates. I would be remiss in my duties if I did not hold my students accountable. In order for them to be able to keep up in college, they need to experience what will be expected of them.

A child and his schooling must develop as the child matures. While it may be inappropriate to fail a sixth-grader over missed assignments even as he qualified for the Duke Talent Identification Program, as happened to one child I know, advanced college-prep students in high school must be held to a more demanding standard. Like so much in education, it seems obvious, but there is a deep-seated reluctance to embrace standards-based grading.

[Hugh O'Donnell]

As I cruise the edublogosphere, including such holy sites as Teacher Magazine’s blog, and the ASCD blog, I feel frustrated when I see the discussions turn to the use of zeros in grading.

Actually, to call TM’s blog and ASCD’s blog “blogs” is probably misleading. They are more like forums where the house “blog” writer throws out a piece of meat and the discussion (dogfight) is on.

Yesterday I tried to participate in the ASCD discussion on zeros, and to save myself a few keystrokes, I referred folks to posts about zeros on this blog, RepairKit. Big mistake. The TypePad filter decided I was a spammer because I included several URLs to direct people here. Well, I can’t argue with that, I guess. It is what it is. I just wonder if the blogmeister actually did look at the post as promised in the kindly explanation that hinted I was probably a traffic seeker and therefore not welcome.

But I digress…

Back to Teachers Who Read: I have concluded that most teachers don’t do much wide reading for professional development outside of what is assigned to them on paid time. Why? I don’t know. There are a million excuses. I just know that most don’t read because they keep pushing the same tired, unsupportable reasons to use zeros to punish kids.

My point is this: I can find nothing, nothing at all, in our professional literature that supports the use of zeros in grading, especially mean averaging. But I do find a lot of writing by authors such as Marzano, Guskey, Wiggins, O’Connor, Stiggins, and a host of others, about what is wrong with using zeros.

There’s no evidence out there in our thirty-five years of research that use of zeros can be, in the wildest stretch of the imagination, a “best practice.” So if there’s no evidence, why do teachers in overwhelming numbers use a destructive grading practice?

Because they don’t read in their field. They don’t keep up with the best professional development literature. And they cannot be considered “professionals” if they don’t keep up with progress in education. They are so sure they are right, but have no foundation for their convictions. Can you imagine if your doctor, lawyer, or accountant (folks we consider “professionals”) failed to keep up in their respective fields? Can you spell “malpractice”?

Bottom line: There is nothing out there, aside from uninformed clucking, to support the use of zeros. I find that ironic, don’t you? Zero support for zeros.

No wonder we teachers need unions.

(Cross-posted on RepairKit)