When I finished high school I got a job as a TA for a 6th grade teacher in the CPS summer bridge program. These students were spending their summers learning where to place a comma, for many digit numbers; and where to put the decimal utilizing simple arithmetic, typically in the form of “If you go to the store...”
These would be the determining factors as to whether or not these students would be allowed into 7th grade. It was clear in working with the students that they all knew how to do the work, they were all smart enough, most of them bought the groceries or snacks for their siblings, and families. Many of them had “jobs” where they were handling their own finances, (whether or not responsibly was questionable), but the point remains they could easily have done the math or met the objectives.
In fact, the main reason these students were being held behind was for other reasons. Let's consider two boys in particular, one 14 the other was about to turn 16, in the sixth grade! The 14 year old had been held back for his behavior and lack of school related motivation, and the 16 year old honestly could not do the work, he had some kind of learning disability that was being overlooked because every summer when he should have been given extra instruction and time to work with teachers in smaller class settings, he was instead put in a classroom with students like the 14 year old who were there because they were out of control.
I bring this up because after this weeks readings it seemed appropriate to look at cases where assessment based grading negatively impacted students, both slower learners, students with IEP’s and students with behavioral/emotional problems, many of these students came from families who could not advocate for their kids, or whose parents were absent altogether.
The case for standards based grading simply makes more sense, establishing a grade based on what a student learned how well they met the learning objective etc. A student with behavioral problems or poor organizational or motivational skills, may not necessarily lack the ability to learn higher level tasks, so why should they be forced to learn the same material over again? As punishment for not finishing their homework? If they did complete the work would they not have the same types of problems in the following year? Would the academic expectation of the community they grew up in suddenly change?
These students in the bridge program were being denied an opportunity to learn more and instead were being punished for failing; failing to hand in assignments, failing to be able to stay focused, sit in their seats, use appropriate language, failing to be completely proficient in the English language. Very few of the students in the class were there because they did not understand the material, and those students who needed extra help in learning the material, were being denied it a second time, because it was crowded with students who were not struggling to learn, and were cause for distraction instead.
The readings both support “the case against zero” as it were put, it is illustrated how it is dangerous in that students can become discouraged for struggling to earn a higher grade only to find themselves in the middle, or for failing because they missed a few assignments, etc.
The case above is an example in support of the readings we had this week. This is an example of a grading system that is based on things other than standards based learning, while a students academic motivation and behavioral problems should be something they work on, it should be distinguished as separate from the grade they receive for showing proficiency in a subject.
Below is a TEd talk from a science teacher who utilizes the standards based grading with positive results:
Often times a district adopts something new and does not properly educate the teachers on it’s significance or how to implicate, here’s standards based grading gone wrong:
After watching the videos or in your own experience what type of grading are you in favor of?
Do you think that non-learning objective factors be integrated into grades? Do you think that if the teachers in the video had been properly prepped for standards based grading they would have a different mind set towards it?
Do you think that non-learning objective factors be integrated into grades? Do you think that if the teachers in the video had been properly prepped for standards based grading they would have a different mind set towards it?
You bring up an interesting point here. For me all of this stuff has to be taken into account and I know we are not there yet but we are starting to better understand a lot of the factors that contribute to learning. I find it funny how, in your story, you show us how students whose needs are not met properly, such as the student who acted out, can get caught in a cycle. I do not know what some people believe that if a student acts out or doesn't turn in the homework will all of a sudden start falling into place after they repeat a grade a couple of times. I do not know what we cannot understand that not everyone can fit into this neat and comfortable image of a good student. There are so many different factors that contribute to learning and it has taken us a long time to even consider the notion.
ReplyDeleteWow Rad you bring up a very complicated point. It is tough because I would not want to give preferential treatment for one student over another, but sometimes there are factors that are outside of the students control. In addition to that, if the student failed it the first time how can we be certain that they will get more motivated in the future? This is often a major motivator for students dropping out. I think one possible answer would be to give the students multiple opportunities to show their knowledge. Also I have witnessed students becoming disenchanted with the types of assessments they are often being forced to navigate through. I would recommend differentiating the types of assessment to allow students who have different talents to shine.
ReplyDeleteYou bring up some great points! I think my biggest problem about the "case against the zero" readings is that they seem to focus more on punishment than encouragement. The students you brought up suffered from different punishments, and I'm assuming they didn't receive much encouragement in their careers as students. Instead of focusing on punishing those who don't meet our requirements, we should work to differentiate our assessments and instruction. We should allow students different opportunities to show us their knowledge. Growing up, I was more or less trained into striving for academic success. Seeing 100 point grading scales used to make me nervous, especially those that denoted that an A was higher than a 90, like 92 or 94. We shouldn't harshly punish students who don't perform, but we shouldn't scare those who want to do their best. I would've appreciated multiple opportunities to show my understanding.
ReplyDeleteI don’t know how I feel about holding students back a year for being negligent. I mean, if they’re not handing in their work, then what other types of assessments can we use to determine if they should move on to the next grade level? And more importantly, is this other form of assessment even fair for the rest who are required to turn in their assignments on time? Like, for example, do you allow the students who aren’t engaged with the material slide by so long as they pass a test at the end of the unit? What effect will that have on the rest of the class? I think the diligent might take a note from the former and emulate their behavior as a result. I’m just hypothesizing here, but I don’t think there’s a clear cut solution to this conundrum between assessment based grading and the negative impact it has on students. Is it what Quintin would call a “necessary evil?”
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