My one-standard-self-assessed grading system of receiving input (re: Input Expectations rubric) has been working out just fine for several years now. “Fine” is…well…fine…but we as educators should be open to refining practices whenever we get new data, especially whenever “fine” has the opportunity to become something awesome. This year I was able to do something better, getting ever so close to that awesome. If what I’ve been doing could be considered 85% of the way towards equitable, time-saving grading that shifts focus to learning, I’m now at probably 90%.
These updates are the result of some research I’ve been doing using primary sources from Grading For Equity (Feldman, 2018), Fair Isn’t Always Equal (Wormeli, 2018), Assessment 3.0 (Barnes, 2015), Hacking Assessment (Sackstein, 2015), and Ungrading (Blum & Kohn, 2020), along with 20 or so additional research reports on related topics. Updates included introducing new standards one-by-one, and their values changed throughout the year. The system also moved from 100% self-graded to 100% teacher-graded. I’m keeping some of these updates for next year, but more on that later on. Let’s take a look at those standards, first…
Process refers to the things students *must* do to acquire language. It’s basically what the Input Expectations rubric was all along years before. Rather than a set of bias-ridden controlling rules that have circulated the language teaching profession for some time, though (e.g., “eyes up front, nothing in laps/on desk, intent to understand,” etc.), there is no dispute that students need input, and there are only three modes of doing so: reading, viewing, and listening. That’s it, and there’s no way to distill it further. Since a focus on providing input requires plenty of time and energy, there’s not much convincing reason to do or grade much else. Therefore, my grading system aligns with the instructional design 1:1.
The processes found in the older Input Expectations rubric have been 100% of my students’ grade for years. Students self-assess how well they’ve been receiving input about four times per year, and that’s it. How do they receive input? Well, I’ve been working under the Look, Listen, Ask framework, but have now separated out the latter into a workflow of Respond/Show/Ask. If students Respond (target language takes priority, but English is fine), we’re good to go. If they can’t, students Show their understanding (e.g., gestures, expressions, etc.). If students can’t do either, though, then it’s time to Ask. This update has the benefit of getting more engagement from students without requiring some kind of “choral response” rule. Also, the students who can respond—but choose not to—start to realize it’s easier to do so rather than having me check their comprehension (because I didn’t get any data and no data is bad).