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| Is this true, Alfie? |
A few years ago, I was taking summer course at UBC as part of my Master's degree. The professor, while quite young, was certainly "old school" in his assessment practices. I got back an essay I'd submitted and the only thing he'd written on the paper when he handed it back was "84%." No notes, no feedback, nothing more than that 84 percent. There was criteria, no rubric, not even a hint given of what he was looking for. I thought, "This must be all I am capable of. Otherwise he would have made suggestions. I am a B!" I pondered that a while, then realized how silly I was being. A grade on an essay cannot define who you are - or can it?
Recently, after hearing a parent complain about the lack of a report card from her child's teacher, although she conceded that she knew she could speak to the teacher anytime to get an update, I began to wonder if the students themselves are missing formal reports. (As part of the BCTF strike, teachers are not writing reports.)
I decided to interview some intermediate students. I started by asking, kind of tongue in cheek, "If you are not getting report cards, why are you working?" Here are some of their replies:
I'm working just in case the strike ends and we get report cards.
I want to get smarter and go to college and get a good job.
I want to learn more.
We are still getting marks on our work.
I like school.
I want to avoid being in trouble.
So I can go to the next grade.
Next, I asked, "If your teacher were to write a report card today, do you think you know what grades you would get?"
No, I don't know.
I think so, but I'm not 100% sure.
I think I'm failing, but my Mum doesn't care because I'm moving next year.
"Do marks cause you anxiety?"
Yes, I get grounded if my marks aren't good.
I get paid for good letter grades.
Yes, if my mark is below 70%. But that is a C, which is "satisfactory." Not at my house!
I needed a report card to apply for a scholarship to a private school, and because I did not get one, I could not apply.
As you can see, there was a range of opinions expressed about report cards and assessment. I now have more questions rattling around in my brain:
Are we using report cards like carrots and sticks?
Do they really tell a parent, or next year's teacher, about the student's progress and their potential?
Is there a better way we could be communicating this information?
Do report cards help students learn?
Do they contribute to the Matthew affect - where the "poor get poorer and the rich get richer?"
Author and educational researcher Alfie Kohn shares this bit of wisdom:
A student asked his Zen master how long it would take to reach enlightenment. “Ten years,” the master said. But, the student persisted, what if he studied very hard? “Then 20 years,” the master responded. Surprised, the student asked how long it would take if he worked very, very hard and became the most dedicated student in the Ashram. “In that case, 30 years,” the master replied. His explanation: “If you have one eye on how close you are to achieving your goal, that leaves only one eye for your task.”
To read more about Kohn's ideas on grading and assessment, visit his website www.alfiekohn.org
And let me know what your memories of school and grades are, good, bad or ugly.
