Grading Policies: Abstaining from Extra Credit and Alternative Approaches for Teaching Success
In a classroom, where the usual buzz of students and the ticking of chalkboards may be heard, there is a teacher who is challenging the traditional grading system. The teacher, known for their dedication to fostering meaningful learning experiences, wants students to engage with the learning process in a way that encourages perseverance.
Recently, a student named Emily approached the teacher after a test on factoring, her face displaying a look of disappointment, suggesting she had not performed well. Emily asked for advice on improving her grade, and the teacher's response was not about adding extra tasks, but about demonstrating understanding.
The teacher is working closely with Emily to help her grasp the material and improve her grade. They believe that the grade should not be the end goal, but a reflection of the student's understanding. To this end, the teacher allows students to finish assignments and retake tests as many times as necessary to show their understanding.
This approach to grading is not unique to this teacher. Some German schools, particularly progressive or alternative schools like Waldorf and Montessori schools, offer flexible grading systems that emphasise sustainable learning improvements rather than additional tasks.
However, the teacher is also advocating for a rethinking of grading systems on a wider scale. They believe that the real conversation should be about the role of grades and the approach to grading. For instance, some educators offer extra credit for extracurricular work, but this can create an uneven playing field for students from financially stable backgrounds and those who need to work during school hours.
In the teacher's ideal world, there would be no grades at all. They want to avoid complexities like 50% for incomplete assignments, hard deadlines, and make-up assignments for extra credit. Instead, they aim to help students develop their understanding of the material and the skill to learn, without grades standing as a barrier.
The question about improving grades is common among students near the end of a term when grades are solidifying. But the teacher gives students the time they need to learn at their own pace. They believe that learning should be a journey, not a race, and that every student deserves the opportunity to succeed.
In this classroom, the focus is on understanding, perseverance, and sustainable learning. The teacher is helping students to develop a love for learning that will serve them well beyond the classroom walls.
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