Commonly used A to E grades in schools may not be serving all students well, or telling the whole story of progress. It’s time to review how we measure students’ learning – that doesn’t mean abandoning…
Should we be rethinking the ways that we grade students? The A to E paradigm is clearly not serving everyone well so many of us have moved to rubrics. They are still A to E but contain descriptors at each level designed to help students see what they need to do to improve on a particular skill or to learn in a particular knowledge area. However, we have all given these out only to see that students look at the grade only and then rank themselves accordingly.
I have recently been reading Marzano’s work on grading and success criteria but it seems to me that there is not yet a perfect answer to the difficult question of how to assess student progress.