A graded paper stops learning in its tracks

Although I am still working through some of my thoughts on standards-based grading (I fully embrace the philosophy but how that translates to practice is another issue), one thing I feel certain about on the assessment topic is the need for more authentic, descriptive feedback and fewer "grades" or "marks" in the gradebook.

In his book, Embedded Formative Assessment, author Dylan Wiliam explains how learning is damaged when a grade is placed on a student paper. He cites research to support his explanation. And it completely makes sense to me and corresponds to what I've observed in my career as an educator.

Three groups of students were described in the study. One group received only a grade, another group received a grade and written comments, and the third group received only written comments.

Now we all know how productive it is to return a paper with a grade only. It's a terrible practice, but more common than we care to admit. Of course, the group that received only a grade performed the lowest for continued growth.

One might think the group that received a grade and comments would do as well as any, but the study found that students paid very little attention to the comments if there was a grade on the paper. Students who scored high enough to be satisfied with their score ignored the comments for obvious reasons--they were happy with their performance. But interestingly, students who scored poorly ignored the comments too but for differently reasons. They ignored the comments because they were frustrated and simply wanted to move on to the next topic.

I can remember feeling that way as a student too. "Wow, I really didn't get this. I'm going to have to kick it in gear on the next chapter," I thought to myself. And then I was ready to move on and did nothing to correct the deficiencies with what was supposed to be learned right now.

So as we are considering how to provide feedback to students, it seems most beneficial to provide many opportunities for practice with lots of descriptive feedback but no grade. This feedback can come from the teacher, from other students, or from strategies to help a student self-reflect.

If we want students to actually use feedback to continue learning, I would suggest teachers delay communicating a summative score until they feel reasonably confident the material is learned well based on evidence from practice work and from exit tickets and other formative measures.

It seems this is the best practice since research and experience indicate that when a grade goes on the paper, the learning stops in its tracks.

The 'Matthew effect' of professional learning

If you're not familiar with the Matthew effect, it's a phenomenon named for the Biblical parable of talents, a story illustrating how the "rich get richer and poor get poorer"--for lack of a better description short of rehashing the whole story.

The theory of the Matthew effect has been applied to education and the classroom in many ways. Those students who struggle to read will typically read less, and thus fall even further behind. Teachers tend to call on students who raise their hands or who they believe will have right answers, thus allowing these students greater opportunities for active engagement and learning versus their introverted classmates who are only passive participants.

But how might this theory be applied to professional learning for educators? Teachers who are leaders in their buildings tend to have more opportunities to attend conferences and trainings. These inspiring and thought provoking experiences lead to more self-directed learning. These opportunities help them become even better learners.

Some teachers don't seem to pursue any extra professional learning opportunities. These chances may not even come their way as often. Therefore, they feel less competent with the current conversation in education and are less likely to engage. In fact, I would suggest they often withdraw even further out of self-protection. The cycle continues. The rich get richer and the poor get poorer.

How can all teachers be empowered to take full responsibility for their own professional learning? How can we help everyone feel safe to engage in the learning process, students and teachers?

Digital learning that doesn't measure up

We have an online curriculum delivery system like nearly every high school I know. It allows students to take courses online by completing modules and progressing through the material at a pace that works for them. We don't typically allow students to take these courses for first attempt credit. Usually, students are in these courses because they have failed a course, or have fallen behind on the path to graduation and need to catch up. In a sense, these programs allow for second chances and for the curriculum to be delivered in a different way than the first go round.

But while these courses serve a purpose as noted, I remain very concerned about this method of learning. When our students take these courses, there is very little interaction with other students in the learning process. For the most part, it's an isolated and passive experience. Students read the material, do some practice activities, and then take quizzes and tests to demonstrate what they've learned. When students take these course during summer school, they spend an entire school day sitting in front of a computer.

For administrative purposes, this type of learning is very neat and tidy and is a convenient way to provide a safety net for students who might be at risk of dropping out of school. But is this really what these students, or any students, need? I don't think this learning experience is going to serve much lasting value for the students, except for the fact that it provides a pathway for completing high school, a worthy goal that will serve them well. That accomplishment alone, even apart from the amount of actual learning, will result in better opportunities for them in their future.

Anyone have a better way at your high school?