Having students who work hard and do well in school, I always bought into the premise that grades measure learning. With years of experience in education, and the advent of digital grading systems, where every little grade book entry can be seen 24/7, now I am not so sure.
Lately, I have given much thought on how we measure growth in our students. In an earlier post, I described how our school district went to an 80/20 summative/formative grading system this fall. Each teacher had to enter grades in the digital grade book in one of these two categories, with these weights. As the year has progressed, I have noticed that many of the teachers have taken to using the “multiplier” next to the grade value to change its weight. Wow! This makes it really confusing! It also led me to wonder if the students realize some assignments are being given different weights. From what I saw in a couple of classes last term, there is a lot of play here. Some teachers are not changing the weight at all – with everything being weighted with a multiplier of 1.0 for 80% or 20% depending on whether it is a summative or formative assessment. Some, like one class my freshman is taking, had weights in the summative varying from 1.0 to 2.67! What? 2.67? Why use those numbers to measure the worth of an assignment? It seems subjective and highly variable.
Maybe all the play in the variability of grading has always been there, but with the advent of digital grading, it is there for all to see and examine on a daily basis. It has had the undesired effect of making me mis-trust and question the system. When a measure of learning is decided upon, I do not think it should be “played with”, at least not mid-school year, as is what is occurring with the multipliers. Are we really measuring student learning or something else? Are you getting the impression I am not a fan of digital grade books? You are right! I am not.
Then, there are the mis-entries. Why are there so many mistakes with the digital grading systems? At least 3-4 times a term, or half-semester, my boys have an anxiety provoking experience upon seeing a grade wrongly entered on their infinite campus gradebook page. Just last week, my freshman went to school to find out if he really got 54/80 (67%) on an exam last week or it if was an error. By mid-morning it was corrected to his reveal his actual grade of 78.5/80 or 98.1 percent. Relief! I could almost hear and feel his emotional response from him at school, 2 miles down the road!
He had been doing well all semester so it seemed like the grade we saw the day before was an error. When questioned, he expressed surprise, having thought he did well on the assessment. It was just a mistake. That’s all. Easily corrected with the touch of a few buttons on a keyboard. And, I agree that students can learn from mistakes, even grading mistakes.
But, here’s the thing. While I know teachers are human and make mistakes just like everyone else, these mistakes seem more and more common. It makes me wonder how much thought or examination is put into entering the grades. Wasn’t it suspicious that a student doing well should all of a sudden have such a poor grade? I think that might have been looked at and seen better using an old-fashioned book and pencil entry system.
These thoughts are just the tip of the iceberg in my head forming over grading policies, change in policies, how we teach, and how we measure student learning. There will be more to come. Stay tuned.
Inspired by the Daily Prompt: Measure