In this chapter of UbD/DI it talks about grading and reporting grades. It is obvious when studying the UbD/DI models that there is some cause for concern about whether grades are needed at all. Assessment, certainly, but grades? Doesn’t that just put everyone back to a standardized place? Sadly, many teachers are required to give out grades, and UbD/DI has some helpful ways to help teachers do this fairly while meeting the requirements.
If teachers look at grading as more of a type of feedback to help support their students’ learning, then grading becomes more open and information, rather than strict and standardized. I really like this idea because, as the book mentions, having grades be the ultimate goal in the classroom can hinder students’ learning and motivation. I believe thoroughly that making it clear that grades are just a number, all effort deserves credit, and that everyone can succeed, will help students move past the idea that focusing solely on the grade is the right idea.
It is not just the students who will have to work past the idea of grades, however. In order for students to really buy into grading as a tool for communication and support the book suggests that teachers use reporting systems. In this way the teacher is developing a large collection of data to help show the student all the progress and success they’ve had in the past, and to give them a more well-rounded piece of feedback. I really like the idea of using these methods to put less stress on grading and more stress on learning. Helping the student through the grade war and making sure that it is helpful for them personally is something that I would love to use in my classroom.
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