As a student I never liked the idea of grades because they never told the right story about my effort (or lack of it), my abilities (or lack of them) or whether I was being challenged enough.
Was that B because I couldn’t do A-level work or because I was not interested enough to do so, or because the assignment was too easy and did not require my full attention or effort?.
As a parent, I don’t like grades because they don’t tell me anything I don’t already know about my son: he’s a great reader and writer who loves history but struggles with math and the whole concept of homework. (except for the math part he is a lot like me as a student).
As a teacher, I don’t like grades because they do not represent a standardized scale of measurement. An inch is an inch and a mile is a mile, but what the hell is a B-minus? Is my b-minus the same as the teacher in the next room’s, in the next school’s? What is the distinction between a B and a C, and does that C I might give mean the work was too challenging for that student or that I could not engage her enough to get her to work hard. Does that B represent an otherwise A student who didn’t try or an otherwise D student who got inspired and worked his tail off.
I also don’t like grades because I see my students concerned more with what grade they might get than with what they might learn in pursuit of that grade.
In addition to teaching in a middle school, I teach at a college, SUNY/Empire State College, that for most of its existence did not give letter grades.
We give them now because graduate schools demand it, but we continue the process of writing narratives about a student’s learning, how that learning was accomplished and how it was demonstrated.
I graduated from this college and my transcript is about a half-inch thick (no wonder grad schools don’t like them), but it gives the best description of me as a learner I have ever seen.
Wouldn’t it be great if we could give that kind of description to all students and their parents? What would it take to make that happen?