There has been quite a bit posted lately about grades, grading, and not grading (or marking). I read that grading practices:
- play into systemic inequalities,
- undermine compassion for our students as people, and
- are inadequate to assess learning.
I’ve been reading, for example, the tweets of Laura Gibbs. She is one of my heroes, bravely creating innovative teaching practices despite the use of Canvas, and even in temporary despair creating a community response that is both empathetic and practical. I’ve also come upon a number of things from fall of 2017 (not sure why then), such as Arthur Chiaravalli’s The Gradeless Garden, where he questioned whether getting rid of grades is enough. John Warner wrote in Insider Higher Ed that not only don’t we need automated grading tools, but that removing grades gives students better ownership of their work. And Jesse Stommel’s Why I Don’t Grade also dates from then.
Lately the issue of grading (and ungrading) has emerged again in my Twitter feed, and more professors and teachers post that they’re “giving up” grading.
I think something’s getting lost here, and I don’t just mean the continual marking. I’ve considered non-grading for several years and have adopted self-grading for portions of my classes (but not all assignments). One obvious problem is that our institutions require us to assign a final grade, so one question is how we do that without a record of grades to justify that final mark. Laura Gibbs, for example, does it with accumulated points — the student chooses how much to do to get that grade. Grading contracts, which I learned about years ago from David Cormier and tried for my Honors class, use a similar technique.
What’s being ignored, in educational reform as in other places in political and social life, is the idea of doing things well.
Grades, as the name implies, rank student work according to a set of standards developed within a discipline. At least, that’s what they’re supposed to do at the college level. Professors, good professors, agonize over grades. I’m not the first to sit with my finger hovering over the B or C drop-down, wondering about how that student had to have surgery, so shouldn’t I give her a break, but she missed the first three assignments, but another student who came to class between chemo visits managed to do it all.
Obviously, I realize that the quality of student work is affected by outside factors and institutional hierarchies, but it’s my job to make sure that the inside factors encourage good work. I’m supposed to do my own work as a professor, and do it well.
Grading, to my mind, is one of those things that should be done well. It should be fair, but not heartless. Standards and expectations should be transparent. There should be opportunities to improve work, and the work should be assessed by an expert (me). Not everything has to be graded by me, which is why I adopted self-graded assignments despite the abuses that occur. But the final grade in the course should reflect the overall quality of the work that has been submitted.
So within that context I’d answer the current trendy complaints about grading as follows:
Grading practices play into systemic inequities
Educational systems are based on unequal results. That’s what grades do – they grade. They let the student know where their work ranks in the context of other work within the discipline at that particular stage of education. One must still tackle the evil of the exclusivity of opportunity, which is quite different from results. Everyone should have the opportunity to undertake college studies, but not everyone will succeed. The system is supposed to be a meritocracy, and I know that’s a bad word these days, but it shouldn’t be. Merit is simply another word for doing a job well. Those that do academics well get high grades. Those that don’t get the low grades so they have time to decide where else they should be, what they should learn, to have a successful, meaningful life.
As a side note, the educational systems (at least public systems) are supposedly designed to maximize chances to provide opportunity. I work at community college, which is open access. There is no standard for admission. For the last 150 years or so, scholarships and endowments and aid have been designed to provide access for people who need them. All of this is done to find those diamonds in the rough, the academically suited individuals who would otherwise be excluded. It is not designed to force people into academic molds that do not suit them. But even then, anyone is welcome to come and learn. Not everyone needs grades.
Grading undermines compassion for our students
This is where the idea of grading students is the problem. I’ve seen it technologically embedded into systems: “student grade”, “assign the student a grade”, etc. We don’t grade students; we grade work. Judging other people, particularly people whom you know only through one small life window, is wrong. I have had students say to me, “I hope you don’t think less of me because I did a bad job on this paper.” Of course I don’t — what on earth gave them that idea? Well, years of school where the grade was used to represent them, when someone punished them for poor grades, when they were called a “D student”.
There are no D students. But there is D work. And there is a D that goes with compassion, that says, I’m sorry but this work wasn’t up to the standard, and here’s why. Please let me help you as we go through the course. Let me find you the services you need. I’ll sit in my office and listen to you cry even when I’m supposed to be at a meeting. What I don’t want to do is change your C to an A because you need it to make your family proud or because you really need it to get into another class. If I do this, I am not doing my job well. I’m doing it poorly. I know it and so do you. That doesn’t mean I don’t care about you.
Grades are inadequate to assess learning
Of course they are. I’m not even sure it’s possible to assess someone’s learning, but it certainly isn’t possible when my class is just one discipline, at one level, in a limited area of study. Again, the grade only assesses the quality of work. And lest we get all uppity about education being about process instead of product, it is often an invitation to unfairness to grade only a process. Most disciplines require products of some sort.
I do everything I can to create an environment conducive to learning, featuring a good balance of freedom and structure. I individualize where that makes sense, and standardize where my experience tells me that works better. And yes, I completely understand that my students come to me adversely affected in many ways, by racism or mental illness or poverty or having their confidence undermined. My intention is to privilege an environment where it is possible to put that aside for a bit to allow the expansion of the mind.
In short, I think we ask too much of grades. They weren’t meant to make up for social inequality, or to symbolically represent a student as an individual, or to evaluate the learning process. They’re meant to discriminate and inform, to rank levels of work. We’re required to assign them, as social signals as much as credentials. They signal the level at which someone is good at school.
By all means, we must change the system if it isn’t doing what society needs it to do. Educational reform has been around as long as education. But we shouldn’t place the entire load of unfairness on grades. We should instead try to do them well.