standards based assessment

5 Tips for Teachers Who Want to Quit Grading

Rebekah O'Dell alternative grading, Conferring, feedback, Rebekah O'Dell Tags: , 4 Comments

I would wager that grading is probably the very least favorite element of teachers’ jobs. (I would also guess this is quickly followed by complaining parents and senseless, top-down mandates.)

colorsof fallfestivalWe’ve all had the fantasy of the perfect teaching job that would exist if only we weren’t bogged down in numbers and rubrics and gradebooks. And on Monday, I posted a final installment of a year-long series reflecting on my attempt to do just that — to quit grading.

It’s summer (or just about!) Time to start thinking about next year! I’ve walked you through my story this year, but I thought it might be helpful if I synthesized some of what I’ve learned as a list of recommendations for you as you begin considering new ways to approach grading in your classroom. Continue reading →

So, I Quit Grading — Part II Update

Rebekah O'Dell alternative grading, Rebekah O'Dell, Uncategorized, Writing Workshop Tags: , , , , 7 Comments

Screen Shot 2016-01-17 at 11.01.21 PMThis year, I quit grading almost entirely. While I still give quarterly grades (because my students have to have them!), I do not grade individual assignments. I’ve given up traditional grading for many reasons that I explain in my first post on this topic, but the biggest of the reasons is this: I don’t think traditional grading is in the best interest of my students. 

I promised you that I would keep you updated, so, now that I have lived in this experiment for a whole semester, I will share with you what I am finding out. The good, the bad, and the ugly.

The Good

More honest feedback for all

Because I am not spending so much time perseverating over numbers on a rubric, and because I know that I can’t fall back on grades to “communicate” progress, each of my students is receiving far more feedback — not just on how they are currently performing, but also ideas for how to grow, what to do next, and techniques to try next time.

Even better than a greater volume of feedback, though, I find myself free to give more honest feedback. Sometimes, it’s downright blunt. But because my students are convinced that I am on their side, I find I can tell them the truth.

For example, here is some quarterly grade feedback I recently left for two students, one who is working very hard and growing by leaps and bound, and another who tends to eek by doing the bare minimum: Continue reading →