No-Grades, No-Stress Learning Environment

Parents used to camp out to get their children enrolled in Christa McAuliffe School in Silicon Valley, Calif., but now the school is struggling to fill seats. Christa McAuliffe is a public school that differs in one very striking way—it has no tests and no formal grades. The school is based on the premise that students learn better in a stress-free environment that allows them to get more individual attention and learn at their own pace about things they're interested in. Students are generally engaged in the classroom and are taught to think for themselves and not to focus on just memorizing answers.

Under the stringent No Child Left Behind law, Christa McAuliffe has suffered because of the focus on testing and assessments that schools now face. The school does not encourage students to take the state's standardized tests but insists the students do just fine in high school and beyond.

Do you think schooling without grades or testing is good preparation for the real world?

Comments

[Brandon]

I do not think schools without grades or testing prepares students for the real world. In the real world, people’s worth is based on some form of an assessment. A salesman is assessed on how much of a product he or she has sold in a given amount of time. An athlete is assessed based on his athletic abilities. The more sales a salesman makes or faster an athlete runs, the more he or she is likely to be successful at his or her job. In the real world, people are judged by some form of an assessment.

If grades or testing is eliminated, we are teaching our students that whatever they do is good enough because at least they are doing something. I do not feel comfortable with this idea. It does not teach students accountability for the quality of their work. Students in this environment are missing a key point to the real world. This key point is that we are constantly being judged and compared to everyone around us. We need to teach our students that they will be judged by the content of their knowledge, actions, and skills. Eliminating assessments will tarnish students’ views on the real world.

[Mike Hudecheck]

Oh, what have we done to our kids? NCLB will be looked back on as the single greatest disaster in American Education. To think that we can somehow measure each and every individual with a common set of standards is absolutely ludicrous. Beyond the basic abilities to communicate in today's society and to perform analysis on logical problems, students are better off focusing on social pursuits and letting their personal interests drive their quest for knowledge.

I am both a teacher in a public high school (Sun Valley High School in Aston, PA) and partner in a roofing and siding firm in Delaware. As such, I have the opportunity to view this issue from the education side and as an employer.

From the education side I have gotten the best from my students in the elective courses that I have taught, not only because of the fact that students tend to be interested in courses that they have chosen and were not required to take, but also because of the project based learning that deemphasizes traditional assessments. Just how many tests have you all taken since joining the ranks of the employed? The real world finds ways to judge your worth without wasting time on tests and quizzes.

From the employer side, I typically encounter prospective employees with poor social and communication skills, but boy can they take multiple-choice tests. Maybe if they had had the opportunity to pursue their own interests they would have found something they enjoyed doing for a living and not be out searching for a "job" that they have little interest in and less aptitude for.

[James E. Mac Shane]

This article is pointing to the fundamental problem that education in general is trying to understand. It is the difference between the historic adult projected external motivation education of children and the internally motivated education of children that scientific understandings are becoming aware of as the potential base.

If the educational goal is the natural positive facilitation of each child's intellectual potential the scientific understanding that human conscious learning begins at age 2 1/2 t 3 years is the base for formal internal education to begin.

Scientifically educator's are becoming more aware of the potential negative affects that the informal education has on children's intellectual development that leads to the need of therapeutic solutions.

The educational solution is to provide the child with a positive and supportive naturally appropriate learning environment at the beginning of their conscious learning potential.

When the intellectual development of all children is the goal survival needs to be understood as basic and not primitive. Survival is the most natural learning process for all life in the universe and it is internally motivated. For young children internal motivation is the naturally honest response whether we like it or not. The educational need is to overcome our adult projected understandings of what the child is honestly expressing and search for the positive natural solutions that the child is expressing as a natural development need.

[Terrence RU]

I do not believe that schooling without grades and testing is a good preparation for the real world. When students begin to work, they will be “assessed,” so how, on their performance. The provisions of the No Child Left Behind Act calls for constant testing of students in public schools. Thus far, this has proven to be excessive in many schools. We do live in a competitive world and students will need to compete for jobs, admission to various schools, and promotions that are tied to their careers. We do not teach enough about this competitiveness. However, we are always ranking students by class rank and grade point average.

The rationale for avoiding the grading system and or formal testing is well taken. In my classes, I avoid using terms that translate into “failure” or an “assessment” consistent with failing. I would prefer to give a student an “incomplete” and give them the opportunity to submit the work required to pass.

I would prefer a summation of there performance that is more detailed and offer more information than a letter grade. The information can specify areas needing improvement and it will also be consistent with the evaluations performed in the workplace.

[Debbie]

Just how many tests have you all taken since joining the ranks of the employed? A previous post inquires. As an employee, I am tested everyday. If my "product" does not meet standard, I am released from my job. Maybe we need to redefine "test". Maybe we need to evaluate how we evaluate performance and growth. Students who are not able to demonstrate understanding by the traditional fill in the blank assessment are allowed alternative testing such as portfolios--a collection of works. I expect from my students what I would want my employer to expect from me--a final product that reflects quality and creativity. Maybe passing the "test" means creating an outcome that benefits all.

[Jerry Mintz]

Every bit of research from the classic 8 Year Study in the early 1940's onward has demonstrated without doubt that unpressured, learner centered education is successful by every measure. Lately many dozens of new learner centered and democratic schools have been started around the world. Some are public but most are not because of the draconian restrictions of NCLB. McAuliffe certainly has the right basic approach

[Teaching and Learning Connected]

I am sitting at my desk preparing a session entitled "Assessing Student Learning: More than Just Tests" and checked my daily SmartBrief. What perfect timing! After having read the posts, it is clear to me that my work with educators on the meaning of assessment continues. Yes, we are ALL assessed on our work as adults. And, that assessment is relevant to what we do, provides us with feedback and allows us to make necessary adjustments in what we are doing. THIS is what our students need in school. A traditional test or quiz can offer that, as long as teachers lead students through the meaning of the assessment and what the child can/should/must do next. The issue seems to revolve around the difference between assessment and evaluation. They are different, with the former leading to the latter, IF THAT IS WHAT IS BEST AT THE TIME FOR THE LEARNER. Thanks to all for your thoughtful conversation.

[Beth Marchant]

If you had a choice in your work environment, would you prefer one that had the constant pressure of being graded, compared and rated, or would you prefer to work in an environment in which your worth is already accepted and you work hard because you enjoy what you are doing? Just because some (most?) jobs include such high-pressure competitive practices, doesn't mean that they all do (or should).

Imagine learning something new just because you want to know more about it. I wouldn't stop to give myself tests, I would look at what I've learned, where I'm having problems and review the problem areas. I think we should be teaching our students how to learn, not to penalize them for what they don't know.

[John Williams]

It is possible to measure learning without "grades," but both formative assessments (during the learning process) and summative assessments(at the end)are necessary and useful to both the learner and the teacher to determine level of mastery, need for reteaching, enrichment, acceleration, etc. Society expects certain basic subject knowledge and skill levels in order to be successfully employed and functuon well in a democratic society (not just what students are interested in).

[John Harris Loflin]

Colleges,

Assessemt, assessment, of course! I submit we are "Homo assessimus." This is what our brain does with every step we take: take in data, make an "assessment" or "evaluation"--either one works--and decides to take the next step or not. Much of our time on earth is assessing this or that or what or who. Assessment is ontological. Like a human brain that is innately curious, accurate and wise assessment is necessary for survival.

What is NOT natural is the assessemnt that's political--a political tool to sort and perpetuate the status quo. Natural assessment that helps human self- and social-actualization makes sense, but assessment for comparison, competition, corporate/business purposes is political…thus the rub. Except those who do well on traditional memory-oriented tests, everyone from Frank the barber to Evelyn the professor knows what school tests are about; and, it’s not the type of common sense assessment our brain does.

Only when we have public school assessment for direct social justice ends--for the practice of freedom, and not to create competitive workers, will the giant system not be threatened by the tiny Christa McAuliffe School. Until that time, the "no test"/"no grade" climate at Christa McAuliffe will show up assessment for what it is: a political act that needs to be discredited and abandoned.

This is why many, many urban youth discredit and abandon our urban public schools. With some urban district having a <20% grad for males in 2006 (according to the Schott Foundation Report of 2008), our globally hip youth know and reject what assessment is for, a motive they could not find at Christa McAuliffe.

[Jill Lindsey]

The real world does not revolve around tests and grades. Real work is based on substantive feedback abut quality products and performance. If tests and grades are accompanied by substantive feedback that is one thing, but usually they serve as substitutes for feedback. Eliminating tests and grades force students and teachers to communicate more deeply and substantively about expectations and performance so real learning can occur!

[Ann Marie]

I can't believe any parent would want this for their kids. Who comes up with this nonsense. How do you assess what the child has learned? How do you know if they are ready to advance in the subject? This is the dumbest idea for education I've heard!! This isn't an education system, this is DAYCARE

[Flor]

We are a test-driven society, and that's a statement of fact. Teachers teach so students could pass tests and meet the curricular standards. The Christa McAuliffe School provides an alternative to structured learning and assessment. I see this as an easy way out for students who do not understand what accountability is or whose concept of fun learning is literally 'having fun and not doing any work'. We have a high percentage of high school dropouts because our young students have a poor threshold for doing hard work and lack patience and perseverance. When these students go out and join the work force, how well will they blend in with the workplace? In the real world, one cannot set the pace as he/she pleases because there are standards to be met and responsibilities to fulfill. As long as assessment tools encourage the development of critical thinking and analytical skills and result to mastery of basic skills, I think that structured learning and assessment still far outweighs the curriculum of McAuliffe School.

[Sean]

I'm a staff at a Sudbury school in Connecticut, so I see every day that this kind of learning works. Yes, we get assessed every day in the "real world," but not with grades or sitdown tests. Our hypothetical salesman doesn't take time away from sales to fill in bubbles. His superiors tell him that he needs to sell more, and maybe he can change his approach by doing X, Y, and Z. They don't tell him he got a C and expect him to figure out how to do better by himself. Oh, yeah, and if the salesman decides he doesn't want to be a salesman, or he does want to be a salesman but he wants to work somewhere else, cops don't come knocking on his door.

Which is more useful to you? "You know your history pretty well, just next time remember that Jefferson Davis was the President of the Confederacy; Robert E. Lee was the General"? Or "B"?

You know another learning environment without grades or multiple choice tests? A dojo. Man, those blackbelts must all be lazy and not know anything!

[Jonathan]

I am truly amazed! As reflected in the multiple choice portion of their poetry tests, my 7th grade students are a wealth of information when it comes to literary devices. Had they simply applied this knowledge to the remaining two parts of their tests I would have an honor roll class, instead of the C's and D's I have now. Thankfully, they will not have the opportunity to make this same mistake on their upcoming SBA's.

What level of knowledge do questions test when they give students the answer, albeit in a narrow field of non-answers? What the assessment tells me of my students' knowledge is that they at least have a vague enough idea of what the questions are testing to at least eliminate the nonsensical material, but not enough to synthesize the material they've been taught.

Is this enough from a federal standpoint? Should students, prior to being handed a diploma, be able to rattle off a structured poem demonstrating alliteration and a rhyme scheme? Is it acceptable that our future citizens be able to point to a work of e.e. cummings and grunt poetically?

Requiring an essay of each and every student in the United States would be a good means of triggering mass early retirements. But I'd like to think that federal testing is at least good for something. If nothing else it has highlighted some students that districts have been failing, and is forcing them to catch up.

[Cheryl Sauer]

I have a problem when testing becomes the driving force for instruction. Sometimes it seems that the test has become more important than the skills needed to be successful. I think some level of assessment is reasonable for students and teachers. How else will we know what we are learning and what else needs to be learned? However, sometimes I think our schools are testing so much that we do not have time for real learning to take place.
Real learning happens when students are actively engaged in real experiences or solving real problems.

[Andrea S]

While the concept of no grades is enticing, practical life does not lend itself to such a population. Seriously, if you knew that no one was ever going to read a paper and look for grammatical mistakes or proper punctuation, why would you use them? For you own joy? Because grammar rules always make sense and there are no exceptions? No way. You learn it because you have to because it will be graded and then when you hit 25 years old and you are trying to get a "real job" you find out that grammar and capitalization are great skills to have. Students, kids, and children all need something to motivate them. I would dare say that a majority of the population and not seeking information on an un-preferred subject like Algebra 2. Yet the concepts and way of thinking fosters so much more that just getting through the quadratic formula. It is a way to evaluate and determine the steps needed. In our digital age, students are demanded to constantly critically evaluate information and determine its validity. If there were no tests, no grades, and I lacked personal motivation, I would miss out on a valuable lesson on life. On the flip side, I don't think there should be a test for everything and unless you pass you can't move forward. This is not an accurate picture of real life. If a job evaluation has been conducted and a certain area found lacking, a work plan is made so that the skill can be fostered and improved on. Sometimes there are tests, like the great almighty driving test- students should be prepared how to handle the stress of a test. But tests are not the measure of all things when children escape from the four walls of a school classroom. School should be balanced and part of that balance is accepting that grades and tests are part of real life.

[frances rice]

It was really interesting reading all of the various viewpoints shared so far. I believe that assessments that help individual students to pinpoint strengths as well as weaknesses can be highly beneficial. I do not think assessments should be a source of fear or stress to students whether they be children or adults. As one of the previous posts stated, we are assessing constantly. Is this a safe time to cross the street? Does the milk smell fresh? Should I have been kinder when I commented upon my son's choice of clothing? Should I have followed up that interview with a thank you letter? Should I believe the answer the calculator gave me in comparison to the answer I estimated?
Assessment is part of our biological survival, our social skills, and our intellectual reasoning. However how we use assessment in education has a huge impact upon our students and teachers. If we use it in a punitive fashion it is stressful to students that fear they will not graduate and to teachers that fear they will be reprimanded or possibly even lose their jobs. If assessment is used to inform instruction and help students to make growth and teachers to better support learning it is beneficial. If students at the McAuliffe school are engaged in meaningful learning activities they will certainly be self assessing and comparing their creative projects with other students, and hopefully generating excitement about further learning. Just as we have choices at the coffee shop, students need choices in education. Some students really crumple under the high pressure of constant quizzing and testing. Other students thrive on it. I don't think the McAuliffe School sounds like a school that is failing. But perhaps it is filling a niche for students that want to focus on personal growth and learning in a less stressful environment.

[Shan Hendricks]

I agree with many of the others that a school without tests or grades doesn't prepare students for a future in academics or the job scene. In every job there are deadlines, standards and expectations and children unfortunately need to learn that in order to be successful adults.
Another issue I have with this school is that the bulk of the students are not passing the standardized tests. I know that in public schools not everyone passes but it seems in the Christa McAuliffe school there is a high percent of students not passing.
I definately understand the premise behind a no stress school; but I am not sure if it has a good place in todays society where standards and expectations are everywhere.

[Amy]

Our county is currently going to a standards based system. I think it is great that we are focusing on assessing standards, however, it has been very confusing for our parents not to have grades coming home. Not having grades is a great concept, but I do not believe that it truly prepares students for what is ahead of them in real life. It is competitive and stressful! I feel there should be some sort of balance that would not put so much pressure on students, yet prepare them for what is to come.

[Paul H.]

No tests and no grades does not have to mean no assessments. Several posters have commented on "the real world." In the real world, people's performance is assessed all the time. Did the mechanic fix the car well enough? Did the Doctor treat the patient effectively? Did the plumber stop the leak? There are even levels of assessment--did the plumber fix the leak well enough that I won't complain? Did he fix it well enough that I'd call him back again? But wait, I don't just "grade" how well he fixed the leak. I grade the entire performance. Did he fix the leak but trash my house? Did he insult my family and kick my dog on his way out the door?

I don't give this hypothetical plumber a "grade" per-se, and I doubt he's taken a single test since the Union certified him, but I certainly make a judgement about his performance--his *entire* performance.

Students can be assessed the same way. In a traditional school, they would write an English paper, for example, and get a grade on it. They would take a math test and get a grade there. Why couldn't they instead work on a project that included Math and English and get assessed on that instead? Maybe their project is to write a math book for another student. Maybe it's to make a math game story-line game. The assessment would take in the *entire* product. Did they include what they were supposed to? Does the game/story actually work? Is it *gasp* fun to play?

Grades are nice because they are easy to understand and easy to compare. Kids aren't apples OR oranges though--they are individuals. Why not assess them as such?

[J. Tomsen]

On the one hand, there is the potential here to allow students to grow and develop at their own pace and along their own academic interests and strengths. Students may be able to work in environments where stress is minimal, productivity is high, and interest levels are through the roof. What teacher wouldn't want this?
On the other hand, we face accountability and responsibility issues. How do we know these students are learning a goodly measure of American History, or are they still stuck in the antebellum period? Did they get the math needed to prepare them for college? How will we ever know if there are no assessments? I think most of us will also concede that we need a special type of teacher and students to make this an effective method. I believe any student could be productive in this environment, given they went through elementary school with a similar formula. The average sophomore from my class being thrown into this system would crash and burn...because they don't know how to budget their time or stay organized.
I think most of us wish the grip of NCLB did not drive our curriculum, but are we willing to completely let go of any national or individual assessment system at all? It would need to be a system carefully built from the ground up, not just throwing our current students into the mix. In all my rantings, I usually argue it comes back to the need for smaller class size, more hands-on activities, and in general, a more student-centered curriculum.

[Bristol W. (U.A.S., M.A.T.)]

I think that it is important to remember that this school only goes to the 8th grade. After leaving this program students enroll in other high school programs and are held accountable to deadlines and standardized testing before becoming adults. I think that for this reason this school probably works well. Students are encouraged to work at their own pace and find interal motivation for learning. Motivating yourself is a life skill that is very important and should be taught at some point. Kids should be time to be kids and to explore the world around them. I admit that I don't know very much about this school, their curriculum, or their test scores but I would be intrigued to find out more.

[Dustin M.]

Do I think schooling without grades or testing is good preparation for the real world? Well, first of all, I think this question is biased. In asking for responses about Christa McAuliffe School, one could also present the question as, "Do you think schooling with a stress-free environment and a higher level of student engagement is good preparation for the real world?"

I certainly think that students, like all of us, need to receive some sort of feedback on their learning and performance. Is standardized testing the best way of doing that? I don't believe so. I consider myself to be a pretty good bubble-filler, but my grades on multiple-choice tests don't seem to have a very high correlation with what I remember about a subject even a year later. I also happen to know quite a few students who have intense test anxiety—while they often contribute to class discussions and turn in high quality homework assignments, when it gets down to test time they freeze up. It's understandable. I can't think of any examples of jobs in which people are required to answer a handful of written questions in a very short period of time without any resources (colleagues, the Internet, books, etc.) to draw from. I particularly think that there are very few jobs in which after an assessment people are then given one simple score that tells them whether they did well or not, and allows direct comparisons to be made among multiple people.

At the high school level, there is a lot of discussion about how to improve the dropout rate. At the high school where I work we have a dropout rate of around 35%-- think of that: roughly one out of every three students doesn't finish. In the above thread "Flor" responded to this dilemma in the following way:

"We have a high percentage of high school dropouts because our young students have a poor threshold for doing hard work and lack patience and perseverance."

I've heard similar complaints about students' work ethic before. And there certainly are students that don't seem to work very hard. However, I don't think that this is some sort of natural lack of work ethic-- it's a lack of motivation. Grades may work to motivate students who have highly involved parents (students likely to succeed in a variety of situations), but as most educators have seen, some students appear to care less about them. Without this external motivation, students, like adults, need something more to convince them to work hard. From my experience, it seems that for students without external motivation coming from their home, there are three main ways they become motivated enough to put in the required effort:

1. The material is presented in a way that genuinely interests them.
2. They see the relevance of school and/or a particular subject to their lives.
3. They have positive relationships with people (classmates, teachers, coaches) who want them to succeed.

Think about it: how many teachers work hard at an inservice session if none of these requirements is met? I wouldn't blame them-- if the material doesn't seem interesting, they don't know the presenter, and they don't see how it is applicable to their teaching situation, it would be a waste of their limited time and energy that could otherwise go to more productive use. There are two ways we could try to fix this: 1) we could give teachers letter grades to help motivate them, or 2) the inservice coordinator and presenters could focus their efforts on the above three strategies.

Grades and tests have nothing to do with these three factors mentioned above, but they do take up a huge amount of educators time, often leaving them without the energy to focus on these issues. On the other hand, it seems that McAuliffe is doing an excellent job of engaging and motivating students without the use of grades. If this culture of student engagement without stress could be duplicated in other districts (especially lower-achieving ones), I would be curious to see what happens to the dropout rate and to the post-secondary rates of success. My bet is that we would see a marked improvement.

[Kendra K.]

After carefully looking over the website for the McAuliffe School, it appears to be a school that does prepare students for the real world. They are assessed through their portfolios by both instructors and parents. I wonder, though, without grades, how does the student know if their work is satisfactory? Or does that even matter? In our jobs and lives, we are assessed everyday and are not "graded" with a letter grade. So is there some other way to "grade" student work without letter grades? The one thing I would like more information on is how the students become aware of how well they are progressing.

The school is very student-centered, and from the literature on the website, its students become very engaged in the lessons, and are free to explore their interests. Isn't every teachers dream to have all their students engaged in what we are teaching them?

In this time of standards-based curriculum and testing, though, I would have to question if the students at the McAuliffe School are well enough prepared to take standardized tests? I do not like the idea of teaching to a test, but unfortunatly that is the reality for many subjects. However, standardized testing ends when real life begins for most of us. So, are students from the McAuliffe School prepared for the real world? I would think they are as prepared as any of us were when we ventured in it.

[Amy P]

What is this “Real World” we are supposedly preparing students for? There is no cookie cutter job waiting for students who go through and school system. Students are being prepared for multiple jobs in different parts of the world. I think school should be a time for students to learn about the world around them so they can prepare themselves for what they want to do with the rest of their lives. We all know different students learn in different ways and there is no right way for a student to learn. The important thing is that they are learning. I would have loved to go to a school where they are no grades. It is so stressful taking a test, or turning in a project. Especially when you have worked so hard on something and the grade does not reflect what you know. How many times have we all taken tests that don’t reflect what we truly know. I believe the pinnacle of this realization for me was taking the Praxis. I was so nervous about taking it and after taking two hours of tests I had to take the writing portion. I didn’t pass the test so I had to retake it. The second time I was less nervous and it was the only test I took that day. I scored ten points higher (which in the Praxis as we all know is a lot). There was no difference in the amount I knew, I didn’t study any more. To me this just shows how the environment and state of mind of the test taker can completely change the outcome. How can we expect students to do well on test when they is so much ridding on them. School should be about learning, and exploring the world to find out what you want to do with life. I think a school with no grades is a wonderful idea and I would love to send my children to one.

[Caprice Richardson]

Unfortunately, we do live in a society that is constantly assessing us whether by written or spoken word. I love the idea of the Christa McAuliffe School having a learning environment that is free from stress by not testing. I think you achieve this same atmosphere by changing the tone of benchmarks and state testing. I my class, I used the state testing as a way for my kids to show the state how much they knew and I always stressed to them that it was only a paper and they were smart and they could beat the test. I taught in a lower social economic area where my students did not have much support at home. My class always did well on their test and rejoiced at the end of testing that they had beat the test and showed excitement for the results instead of fear or anxiety. We should change how we address testing. If we are nervous or anxious so will the students.

[Nick L.]

I think that grades deemphasize what is actually important in education, learning. Students do what they need to do to make the grade. They think that the grade is what is important not the actual learning. Assessments also take away form time spent learning, and they make education a negative thing for students some students.

The problem is we don’t know if we are being successful educators without some type of assessment. It seems like letting students find their own way to demonstrate their learning and knowledge would be the best way to assess students. This way the focus is on learning and demonstrating rather than grades.

[Bethany Waggoner]

Christa McAuliffe School Philosophy of Education:

* Is based on a developmental educational philosophy, believing a basic education must address the needs of the total child.
* Holds the academic, social, emotional, physical and creative growth of each child as equal in value and importance.
* Values the concept of children developing lifelong learning skills with the emphasis on critical thinking and problem-solving skills.
* Values the interrelationship and equal importance of all the disciplines: language arts, mathematics, science, social studies, visual and performing arts, and physical education.

I believe that the Christa McAuliffe School seems like a better preparation for the real world than a traditional K-8 school.

Knowledge is a complex thing which is difficult to quantify. In order to do this, tests and grades were formed, which partition it into little subcategories. However, this is not a realistic portrait of the world. This world is not rigid, separated into little boxes. Everything flows together, and knowledge and experience in one area undoubtedly applies to another.

CMA seems to approach education from a more holistic view, and the result is that the students are more engaged and thoughtful.

Even without grades, the students are still being assessed and receiving feedback about their work. In the McAuliffe Advantage link which is included on the school’s website their assessment practices are described as follows:

Assessment is an on-going process among student, teacher and parent in
an effort to balance challenge with the student’s role in making learning
his/her own responsibility. Students receive comprehensive evaluations of
their portfolios. Students also take and excel at the Mathematics Assessment
Resource Service (MARS) exam that measures students’ ability to solve
non-routine problems, explain and justify their solutions and promote
high-level thinking skills. As part of the Cupertino Union School District,
students may also participate in STAR testing.

It appears that students are assessed in a personal manner that I would assume any parent would be satisfied with. But the government and universities are another story. They need hard numbers (grades, standardize tests) in order to compare students from across the US.

In my opinion, if you have a school full of engaged, thinking students, you are doing something right.

[Melissa Robbins]

Is schooling without grades or testing preparing students for the real world? I feel that not giving students a preview of what will be expected of them in the real world is setting them up for failure. I think in the age of standardized testing and benchmarks schools without grades and testing before college will not properly prepare students. I feel that many colleges base admissions on GPA's even Evergreen College in Washington a college without grades expects incoming high school students to have a 2.8 GPA for entry. Even the colleges that don't give grades require an assessment for admission. I feel that in order to ensure student acheivement and understanding there must be a form of assessment. For instance, if your doctor received all of their schooling at a school that had no grades or testing would you trust your life in their hands? How could you be sure they knew what they were doing if there was no assessment?

However, I think that if students are engaged and wanting to learn this is a better setting than the typical K-12 setting. I still think that even though an engaged setting is a better one that there still needs to be a form of assessment. Without assessment it seems that it's simply he said, she said.

[Katie C.]

Testing and grading are only a small portion of education, the removal of which doesn't determine success or failure in learning, or preparation for the "real world." Just removing, or adding, this bit doesn't tell me whether or not a student's education is adequate preparation for life after K-12 education. To even begin assessing that question, we'd need to define a few things:

What are the objectives for K-8 (or K-12) education? Socialization to live in the local culture? Preparation to live in a global environment? Preparation to become successfully employed? A desire, and the necessary academic preparation to succeed in post-secondary education? Motivation and inspiration to continue to ask questions and seek out the answers to those questions throughout life? Empowerment to live to one's own ability?

Once we decide what education is for, then we can debate what assessments are appropriate to determine if those goals are being achieved. Portfolios of student work and progress? Long-term check-ins with students to see if they can search and find credible information or are holding a steady job? An outside observer evaluating each student's ability to socialize in both a peer-only environment and in a multi-generational setting? Fill-in-the-bubble tests to assess rote memorization of information and the ability to understand and use standardized tests?

After appropriate assessments to evaluate the educational goals are determined, then we'll see where standardized tests and grades fit in. If they are an incorporated part of the educational system, then removing them probably wouldn't be a good idea. However, if education is structured to happen without them, then I see them as unnecessary. Whatever our method of education, teacher buy-in to the new goals would be key, as well as teacher implementation of lesson plans that work towards the goals and are clearly tied to the assessments. Student and family buy-in to the system would also be important to ensure that it worked well.

Although the educational system would need to be changed to nix testing and grades on a large scale, I do know from personal experience that an education without grades and testing can be successful. I received a fantastic K-12 education without grades and without required standardized testing, which seems to have prepared me adequately enough to earn a BA from Stanford University, live in multiple countries, secure steady employment, and continue to seek out credible information. However, I imagine that education without testing fails some students, because of a myriad of reasons. Standardized testing and grades are only a very small portion of education, which we could do without if our educational system is designed with non-testing related goals and teaching methods, and our educational culture buys in to the new system.

[Chantelle D.]

I agree with assessments. I believe if we are going to give a student an assessment, it should be measured in different ways. Students learn in different ways, why not give them different assessments? As an educator, we should seek alternative assessments for students, not just the plain old paper and pencil test.

[Ryan Miller]

To answer this question we first must define the "real world." Are we talking about the world of where a student goes to college right out of high school? If this was the real world being referred to, then no, this school probably does little to get their students ready for the idea of college preparation or placement. Since Christa McAuliffe is middle school or younger, the student still has time to get accustomed to the current assessment system for higher education, but they may need more time in high school to adjust, setting them behind their alternative peers.

For some, college is not the real world, and this school would probably create very well rounded people. I agree that using test taking as the primary way of assessment can be misleading, giving advantage to students who may work better under pressure, or faster.

I can also see why Christa McAuliffe chooses a different assessment plan; the current grading system compares students’ abilities and doesn’t necessarily take into account a student personal progress.

I like the idea behind the school, they seem to get away from the “robot” effect that the current system seems tailored towards.

[Laron Thomas]

I really have mixed feelings about grades and testing. In one sense, grades and testing, especially in the traditional educational sense, don’t really have much to do with preparation for the real world. The only place people earn a grade of A, B, C, D, or F is in school. But, in a way, this grading scale is one that caters to the students, parents, and the community (or real world). It provides some feedback for the type of work the person can or is willing to put forth. Other schools work with a standards-based grading model, which I think is more relevant because it assesses the students in every area separately. It really makes the teachers’ thinking clear as to problems the particular student is facing socially and academically. Standards-based assessment also takes care of the issue of improvement. It indicates exactly where the student can improve. However, for a society so mired in traditional grading, standards-based assessment feels unsatisfactory. It demands explanation simply because it’s different. Also, I think this type of assessment closely resembles assessment in the workplace to a degree.
I do think that assessment is good and needed in education for a variety of reasons. It clarifies the lesson objectives and even drives the lessons. It also helps the teacher improve his or her skill, and assessment identifies difficulties for students in areas they need more work in before continuing on. Further, assessments are a part of life and the real world. Bosses continually assess their employees on the basis of their employees’ work. This applies not only to employers though but to the customers, i.e., the general public. If someone doesn’t think that a seller is competent, they won’t buy. Now, in the real world, this can be an extremely important matter. So, how can society (and a community) instill these values into their children? Assessment and grading, I believe, is a good way to begin. Although nowadays it’s known as high stakes testing, it’s rather low stakes compared to a person’s life and family on the line as an adult.
That said, I like the idea of something different, anything different. I myself don’t like doing traditional assessment very much. I opt for informal or alternative assessments. However, I’ve had classes where teachers gave quizzes and tests, which were often and very useful. They even propelled us students to more and more difficult problems.
I’ve made some gigantic assumptions, the biggest of which is the definition of “the real world.” Who really knows what this means? We may be able to arrive at some generalization; however, it’s dependent to some extent on community and culture, student interests and the list goes on and on. How would you define it?

[Cory Thole]

I do not believe a school without grades or testing adequately prepares students for life after high school. For children in grades K-8 this philosophy may be very effective in their education. However, during high school I believe that students must be assessed in a definitive manner. The assessment can be done in any manner of ways, but, the criteria of what is too be expected in the student's work must be clearly expressed, and grades must be awarded that reflect the completed work. Whether it be a test, a model, a presentation or any other project. By doing this, students learn they have the responsibility to work hard if they want to succeed. It also teaches students the repercussions of poor work which,in turn, provides ownership of their work and their grade. Grades and Assessments also add a competitive side to school which I feel prepares students for many aspects of life in the world we live in today.

We may not be "tested" in the classical manner after leaving high school or university but we are tested daily by meeting deadlines, completing all tasks for a specified project, and by constantly having our work be looked over and critiqued in general. The repercussions of failing to do any of these or of not performing to a standard in life after school can be much more serious. It could cost you a promotion, future work, or even your current job which would then open the door for one of your competitors to step past you.

For these reasons, NCLB, and test scores and GPA's being what Universities and employers look at when they review your application, I believe grades and some form of definitive testing/assessment must be included in secondary schools.

[nicky bean]

Schooling without grades or testing, is it a good preparation for the real world??? We are talking about K-8 grade students. If this were a high school, I do believe in the importance of testing and grades. Students at the high school level need to be held accountable for their grades. This will prepare them for the real world especially when they need to hold a job or attend college.
I believe that Christa McAuliffe is a better preparation for the real world especially since it is K-8. By creating an environment that is stress free, allowing students recieve individual attention, and are able to explore and learn at their own pace; this is a good thing.

[Landon Roberts]

I do not believe that a school without testing and grades is good preparation for the real world. Assessment is apart of the society that we live in. Every job I have ever had, I have been assessed on some level or another. Our soceity is built around the concept of competition and hard work. Our schools reflect that idea. Is that the best way for our schools and society to run? I honestly don't know. I want to believe that students feel compelled to learn, that they are self motivated and engaged. Unfortunately, from my observations, that is generally not the case. Students today need to be motivated from outside influences. Testing and grades provide the motivation to encourage productivity. Is it right? I honestly don't know.

[Emanuela Meriggi]

I believe in school with test and grades, since this is the only way we can objectively assess the how a student is mastering the various subjects. I do not believe in a school focused on tests and score, such as the school promoted or somehow created by NCLB. Tests and grades should be a useful assessment for the individual student, the teacher, and finally for the school, but they should considered in a constructive not punitive way.

I cannot imagine how a school without tests and grades could really prepare students for the outside world. Indeed in the world out there you are “graded and tested” every day. Schools should be the places where students learn and master the necessary skills to deal with these situations, which can be very stressful for certain individuals.

In my opinion this is one of the best tools we can offer to our students for facing the working world in a successful way, no matter what is the path they are going to pursue.
EM-

[Diane Swonger]

As others have already posted, referring to the 'real world' in and of itself is ambiguous, for the 'real world' varies from person to person, based on his or her economic, social, and educational status. Different jobs have different forms of assessments, and I for one have never had a job where I was tested on my knowledge - I had to show it through my work ethic and ability to perform on given tasks. I was not graded, nor tested. Some of my jobs required portfolios, and my graduate program does the same, as a form of assessment. Grades and tests do not have to be the only form of assessment, as the Christa McAuliffe school shows.

I have never been a huge proponent of standardized testing for the sole reason that students do not come into schools standardized;despite this, we expect them all to learn enough of the same material to pass these standardized tests, though we know for a fact that they do not all learn the same. As a student, I had terrible test anxiety, as do many of the students I teach now. They write critically and can analyze the material beforehand, yet as soon as the test is set before them, my students fail to complete the test, though it covers the same material that our class covered in class.

I understand that the U.S. is gearing towards standards-based testing, and that we want no child to be left behind; regardless, they are dropping out at a significant rate, despite our 'best' efforts. Some people have posted to the lack of motivation that students feel - though some are still motivated by grades, the majority of students attending my school are not. If the Christa McAuliffe school has succeeded in producing students who meet the school's standards, and could engage my own students without grades, shouldn't we be asking ourselves what they're doing 'right' that we're not, instead of focusing upon the fact that they don't find tests and grades necessary to education?

[Stephen Karmol]

There is a difference between assessment as a tool to track, rank, and otherwise categorize students versus an authentic assessment that is intended to help the student and instructor reflect on their learning and determine where to go next. I submit that the first is of no value to students whatsoever, and in fact is largely destructive -- it's all about extrinsic versus intrinsic rewards. Re: Alfie Kohn "Punished By Rewards."

In the past, as a teacher in an elementary school with no grades, parents would often ask "How does this type of environment prepare my child for the real world?" My reply always included a few sentiments that I feel are pertinent to this discussion. (1) For the student, the school and classroom *are* the real world. (2) As such, if they experience an education that is supportive and empowering, they will come to expect and value that type of education. (3) When they move on to the next "real world" situation, that may not function the same way (i.e. one that is premised on capitalistic values of control and exploitation), they will have had an experience that provides an alternative for *how things could work* if we had a more just, democratic, and sustainable society.

In post-secondary education, look to The Evergreen State College as an incredibly successful public liberal arts college that does not have a typical one-size-fits-all structure: no grades, no majors, no credit requirements. As a graduate of the school, the reciprocal process of writing and receiving narrative evaluations was infinitely more meaningful than the tests and grades I suffered through at NYU.

[Megan Fitzpatrick]

I don't think that assessment, feedback and grades are necessarily the same. Students need to have feedback on the material they have studied. Teachers need to assess in order to get a sense of student comprehension. Large institutions like schools, universities and governments need grades to standardize the masses they are dealing with. So in the case of the Christa McAuliff School (named for the first teacher chosen by NASA to go into space, was Christa McAuliff's teaching philosophy based around no grading?) being so popular at one phase, it must have provided a good education. I am sure that the students received feedback on their assignments and the teachers assessed them to check for comprehension. However, a standardized code wasn't applied. What has changed? A belief that students are standard. I really don't think that is the case. Rather there is a need at the institutional level to see how students compare to each other coming from so many different schools. If students want to participate at that level then they do need to see where they compare in the standard.