Not to give grades? Nobody’s really asking that question, but I still do.
In my juvenile corrections classroom yesterday, one of the students asked, “When is this paper due?”
I answered, “There’s no due date. We’ll just work till it’s done.”
In reality, the detention students get their papers finished comparatively quickly–without due dates. And although I have the option to give grades, I don’t do it. I ask the grading aide (one of the nice perks of juvenile corrections–an aide) to give everyone full credit unless someone doesn’t work.
However, they all work. . . .it’s a very controlled environment and I’m right there with them. I also set the assignments up so they’re interesting (hopefully irresistible). If a person isn’t working, a subtle word is all it takes to get kids going. Since everyone knows we read every paper aloud, kids work with focus to make them good, to avoid embarrassment.
What matters to me in writing papers. . .in doing watercolors. . . in learning to play the recorder. . . .in learning concepts in Biology. . . .is mastery. I don’t want some kids to get 58%, some 75%, some 92%. I want all of them to get basic mastery, as much as their native gifts allow (in other words, with IEP I cut some slack).
How then do we justify funding if we don’t give grades? It’s a splendid conundrum. Students with good grades and nice high test scores still lack basic skills ofttimes. Why? The obvious answer is that getting good grades and high test scores do not ensure mastery. Without grades and test scores, though, how can (tunnel-vision) legislators ever know that education is taking place?
I know, I know. . . my point of view will never win. Fortunately I teach in environments (juvenile corrections in the afternoons, small-rural-junior high in the mornings) where I can indulge my desire for mastery learning. When I do have to give grades, I use the same criterion as I do in detention: everybody works till s/he gets the specific rubric I set up at the beginning of a project. This results in an A.
I would say, though, that National and State standards support this kind of learning: mastery of main concepts rather than trudging through the heavy prose in textbooks.
Mastery learning. . . it’s something to consider.
