Rethinking Grading: Ch. 2

Chapter 2: Why We Need a New Grading Paradigm
Cathy Vatterott

Treating all students the same resulted in a certain percentage of students who failed.

Instead of teach, test, and MoveOn and one large group, learning is a series of mastery's for individual students-teach, check for understanding, apply learning, get feedback, revise learning, and get more feedback until mastery is achieved.

Unlike the old paradigm of one-shot learning, a feedback loop exist that makes learning dynamic-feedback to the students informed their learning and teachers change instruction as they see what individual students need.

Within the traditional grading paradigm, it's not safe to make mistakes. In a traditional paradigm, failure is a judgment and a validation of her students lack of ability.

Learning is hard and frustrating, but ultimately achievable and satisfying. Mistakes are a natural part of learning and mistakes or something you do, not something you are. Lack of understanding is a puzzle to be solved-not a validation of stupidity.

As grades are used to punish behaviors, they overshadow the grades students receive for learning.

In the traditional grading paradigm, when teachers grade everything, the grade means nothing.

When first attempts, including practice, are graded and went all grades are permanent, students are penalized while they are still learning. Mistakes are permanently recorded and there is no redemption.

If you have a bad week practicing, you don't show up on Friday night with -5 on the scoreboard. The only way to win the game is to get better at the learning.