I just spent 12 hours in Grading for Equity Virtual Institute, and my main takeaway comes down to what I’m calling JDGI. After all, no one wants to be judgy, right? Therefore, JDGI is a handy acronym for how to grade equitably. I’m not going to spoil the book, institute, or any of the work that Joe Feldman and Dr. Shantha Smith have been doing, but the basic idea is:
Just Don’t Grade It
Do you give homework? Fine, just don’t grade it. Do you expect students to participate? What if your idea of participation is biased? But OK fine, just don’t grade it. Are you under the impression that effort is observable and measurable? Might wanna check yourself on that one, but alright, just don’t grade it. Do you give tests that result in scores of X/Y points (e.g. 7/10, or 89/100)? Yeah, just don’t grade it (i.e., ditch those points in place of something like concept checklists the student showed they understood).
So yeah, you gotta grade something else…
My interest in assessment & grading began shortly after the first few months of teaching right out of grad school. I noticed that some students did well with the content from the first few textbook chapters, but others didn’t do so well at all. Thus, beginning the year with low self-efficacy that was hard to turn around. By November, I realized that students were comfortable with the vocabulary and grammar from the first few chapters of the textbook. Then hit me; if I had just delayed those first assessments by a month or so, ALL STUDENTS would have aced them! What is more, the students who actually improved had that lower 1st quarter grade (e.g. C) averaged with the new, higher grade (e.g. A), producing a skewed reflection of their ability (e.g. B). None of this made sense; I was playing gods & goddesses with my students’ GPA.
I began researching how to arrive at a course grade that actually reflected ability—not just the averaging I was familiar with and somehow never questioned (or was even taught about in grad school). I spent months reading up on grading from experts like Marzano, O’Connor, and even some stuff from Alfie Kohn. I moved towards a system that showed where students were at the very moment of the grading term’s end without penalizing them for understanding the content slowly at first, or even having those bad days that students inevitably have. This was how I came to use Proficiency-Based Grading (PBG), and subsequently the kind of no-prep quizzes that haven’t added anything to my planning time in years.
If you’re ready for that, hooray! If not, at least consider 1) NOT averaging grades, as well as 2) delaying your assessments until students have already shown you that they understand the content!
A colleague (let’s just say that there are some who call him……Tim?) asked about using my Grading & Assessment materials and how to make them work for him. I’ve written about a complete overhaul, as well as what to do when you have certain grading categories imposed, but Tim’s situation was different. He was prepared to go full-MagisterP-Grading of only Proficiency and DEA, but had a grading weight scheme imposed upon him of 70/30 (i.e. 70% Summative, and 30% Formative). I won’t discuss how arbitrary these numbers are, or even use the word asinine to criticize such a policy (especially when it comes to language acquisition), but it is what it is for Tim. Let’s look at an option I presented to him…