This post is about the “points” game that schools play and how to avoid it. By points I mean those numbers we award to students for performances of learning in our classes. Such numbers must have something to do with measuring student learning, but how points-based grading is being used and abused is worth a deeper look.
Why do teachers use points to quantify student learning?
I suspect this answer varies from person to person, but probably for most of us it comes down to tradition. Its “always” been done this way: the teacher sets a maximum number of points possible on an assignment or test, kids do the task and turn it in, then the teacher rates the work as some percentage of the maximum value possible.
These numbers are collected, processed, massaged, and ultimately used to determine an “objective” numerical score that measures learning. Its easy. Any of the popular gradebook software programs will take whatever numbers you throw at them and crunch them into something seemingly meaningful. For example, one student is an 87%. Another is a 57%. Parents, students, and teachers “know” what this number tells us about the student. We use this type of grading system because it provides us the illusion of scientific observation of a student’s achievement.
We train students to want more points (or give up entirely when they fail to get them)
Another use of points is as a reward system. “Oh, you completed that worksheet? Here’s 10 points. You did well on my test? Here’s 89 points. You didn’t annoy me in class today? Here’s 5 points. Didn’t turn that in on time? Oops, that’s 5 points off for late work. Gotcha! That will teach you some responsibility.”
Students love points. They are like coins in Temple Run, gold in WoW, and experience points in Fallout/Skyrim/etc. Gotta rack ‘em up if you want to succeed. Our message with points-based grading systems is that students are in our rooms to collect points towards a grade, to get that great level-up rush (to extend the gaming metaphor). Sadly, students don’t automatically get new skills and abilities in real life just because they’ve racked up points.
Earning and withholding points is a game we play at school
Since we’re talking about games, I think that we can game a points-based system in so many ways that the entire enterprise has to be questioned. Do you give extra credit points for extra effort or bringing in a box of tissues? Gaming. Do you give points when lab safety agreements are turned in? Gaming. Do you give a student who is at 89.4% an A even though 90% is the cutoff? Gaming.
Do you slap a kid with zero points for missed assignments? Most thinking people agree that zeros devastate a student’s overall grade if you are summing all points earned as a fraction of the total possible. At least give the kid 50/100, but again you’re gaming the system to get closer to a number that you know the kid “deserves.”
Did your students not do as well on a test as you hoped? Guess what? We’ve got a game for you too. Its called curving the results. Just tack on 15 points for everybody! We all win when we play that game.
Do you average all assignments together into one score? This is everyone’s favorite game to play while trying to observe and document student learning. Unfortunately, averaging all points into a final grade loses any information that the original scores may have had about exactly what a student did and did not know. By the end of a grading period we’ve reduced our information about learning down to our One Number to Rule Them All and no one can tell which topics and skills a student is good at, just whether or not they’ve been playing your points-collecting game.
Changing the game
If you want to abandon a points-gaming system, you’ll need to find a replacement, perhaps something with a bit more narrative component to it. The requirements of such a system are these:
- Provide content area and skill goals for students and use these in your grade book instead of columns of point totals for individual assignments. Some people call this kind of system standards-based grading. Others just ask “what do you want students to know and be able to do?” and “what will you be looking for in their performances of learning?”
- Provide actionable feedback to students so that they can understand what they know and don’t know and can and can’t do. This replaces points. Instead of telling a student that their project is worth 67 points out of 100, tell them what was wrong and what to do about it. Don’t even give them a number, just feedback on how to make it better.
- Let them make it better. If you give feedback, you really should let students respond to your feedback by fixing what needs fixed or digging deeper into whatever it is you are trying to get them to learn or demonstrate.
- Keep records of student learning without resorting to using number scores. If you are giving students narrative feedback in a system like BlueHarvestFeedback or using your own spreadsheets that students can access, you’ve already done this step. As soon as you post student feedback it is recorded somewhere where you and your students can get at it again to check for improvement and plan next steps and future learning activities.
- Connect your grading system to whatever system you are working within or convince your school to change its grading system along with you. Out of necessity, most of us find ourselves, especially at the high school level, bowing to the demons of class rank GPA battles and scholarship applications and need to produce letter grades “because colleges need them.” Just do it honestly and consistently and stick to a set of published guidelines for how you are going to arrive at the letter grade. It will be subjective. But so is everything about teaching if you are doing it right and responding to different student needs and abilities.
Student ownership of learning
I always had the sense that when I was giving a numerical score (1-4 scale) along with feedback that I was doing all the work of judging the quality of their work and that students would ignore the feedback as long as the number was something they found pleasing. If narrative feedback is the only thing happening (and I’m still learning how to do it well) then students are more likely to read it and respond by improving their work.
This year I’ve started using student-generated weekly progress updates in BlueHarvest Feedback. Every Friday students log in to BlueHarvest and post a comment on the Weekly Progress standard that I created for their course. Students suggest what letter grade I should put in to our Eligibility grade in Infinite Campus and they have to justify why they think they deserve that grade for the week. This does two things: 1. it forces most students to actually log in to BlueHarvest where they have an opportunity to see the feedback that I’ve left them on their work and 2. it lets students practice self-analysis and argument from evidence.
Thus far in the school year I’ve found that most students are quite good at determining and defending their own weekly progress grade and usually land pretty close to what I would have assigned from a teacher’s perspective. There are many who still need some practice with arguing from evidence for their grade (“I think I deserve an A because I got all my work done”) but that’s not a bad thing in a system that aims to show student improvement.
Its a new game, to be sure, but hopefully its one in which each student is more active in determining their overall grade rather than letting the teacher or an algorithm in a software program calculate how much they’ve learned.