“Its originator must have recognized that effort is the most important factor in achievement.”(Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 155) Without effort no child can be successful in life in or outside of school. When in school it is our responsibility as the educator to provide the students with the knowledge and components needed to be successful in life. So what are we teaching a child if all we do is hand them a letter grade? Let’s say a child receives a “C” on a test, although a “C” is average did they really learn the concept? It makes more sense to base your class on a no grade policy creating an environment were the students work to learn the concepts they are struggling on instead of just accepting or are stuck with the grade they originally received. To me this is teaching children that it is OK to make mistakes as long as they are able to learn from them. It also takes away the pressure of grades and reinforces their effort along with focuses more on the instructional strategies they are trying to grasp.
“Having students practice a skill or concept enhances their ability to reach the expected level of proficiency.”(Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 188) One part of the behaviorist theory is drill and practice what better way to have a student practice then having them apply what they have learned in the classroom at home. By assigning homework it reinforces what they have learned while allowing them to take pride in their accomplishment. The one challenge with this concept is for those students who struggle with grasping the concept and in return have a difficult time completing the homework. This to me is where reinforcement of effort and the no grade policy shine because we are no longer putting them down for getting something wrong but encourage them to learn from their mistakes. So far in my classroom this has shown to be effective along with has aloud students to feel pride in their own work even when they need to make corrections in order to reach the desirable outcome of proficient. To see their faces once they have reacted proficient and receive the reward of a sticker you would have thought you gave them a million dollars. This method of teaching and grading has allowed for students to be rewarded for their hard work along with shows the students that they are truly learning and isn't that what teaching is really all about?
Resources:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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I agree that we need to look at what a grade means. Is it based solely on their work? To me, that doesn't seem fair, mostly because there are very few jobs in the world that evaluate on such a system. I think that teachers should take into account everything a student brings to the table. In my class, for example, grades are assigned through tests, quizzes, projects, and the usual, but if I feel that a student is working hard but not getting the grade they want, I'll offer them extra credit. This way, their effort can reward them as well.
ReplyDeleteI am interested in the no grade policy...how is feedback given? Has this lowered stress in students and what age do you teach?
ReplyDeleteAdam, do your students continue to work hard on normally assigned work knowing there are extra credit projects available? I have found extra credit to be a crutch for some students who are not willing to struggle with difficult work and would rather work on an easier extra credit project.
I have found that the students who usually take advantage of the extra credit are on, on average, higher achieving students. The students who struggle with difficult work ask about extra credit, but don't usually follow through. Typically, the assignments involve extra reading or visiting a historic site that many students don't want to spend their time on. It also helps that the extra credit is never guaranteed to be offered. I've had classes where there has been no extra credit and classes where there have been significant amounts. It depends on what we are studying and what is going on in current events.
ReplyDeleteI agree with not punishing the students for getting answers wrong if they cannot grasp a concept as quickly as others. I'm a special ed teacher, so I really understand that. I've always been more concerned with the process of getting the answer over getting the correct answer. I always have them show their work because if they don't, there is no way for me to see the issue and address the issue to help them.
ReplyDelete-Mary Beth-
I have used extra credit in the classroom too. I have found however that many of the students view the opportunity to use it as a sort of back door to making up poor performance. I use it judiciouly now, and set standards high so that quality work is produced. I do have a few students who ask for extra credit because they are curious and want to know more about something, the extra grade points are for them, not the point. I do offer this occasionally to pique the interest for all students.
ReplyDeleteI am curious about the no grade policy. How do you show growth and progress for parents at Parent teacher conferences in such a program? Portfolio?
Isn't it funny how stickers are worth "gold" in the classroom! I do something very similar to what you do in my class. When I am teaching the keyboarding unit and the students are working on a typing program, I do not assign letter grades to their progress, instead as they become proficient in that lesson they put a sticker on a chart taped to the front board for all to see. They love this form of "competition", to see how far each other are along in the lessons and to challenge themselves to get a set amount of stickers in the day. I tell my students if they are doing their best and meet the proficiency of the lessons they complete then they are doing "A" work for me.
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