Always a Better around the Bend

Though I have been gradeless for three years now, in my earnest attempt to emphasize learning by de-emphasizing grading, I am still not satisfied with my approach, for it still relies on numbers which impact how my students “see” their feedback during their learning experiences. It seems, regardless of what I write or say, the number speaks first and most. I want to get away from this. (I know Ruth Butler speaks to and there exists a body of work to support this, but I have yet to read any of her work–I will, but it makes sense to me without her work. I mean that most respectfully.)

Over the past two years, I have used an approach I call “Performance Learning.” Essentially, “performances” are assessments, the only thing I “grade.” I use a 3 point system to mark performance: 3 = Met Standard  2 = Near Miss 1 = Far Miss. With each number I also provide feedback. For 2’s and 1’s, the feedback, indicates why they missed and what they need to do next time. “Next time” is key. With this “assessment-as-learning” approach, retakes are encouraged. Really, they are expected. My kids go into all performances knowing that for most of them it’s a matter of when not if there’s a next time. In general, this approach has been a positive, productive step for me as I have distanced myself from traditional grading. Even so, the approach is lacking. So, this is one of the reasons, I am seeking better.

There are other reasons.

Data, Data, Who’s Got the Data?

I have come to see learning as a story, a complex, idiosyncratic tale that is hard to pen, especially when we try to put it into standard numbers and letters. This is yet another compelling reason for my venturing into the gradeless realm three years ago. A grade never–I repeat never— felt sufficient; in truth, even more, it never really felt accurate. So, unsettled by this, I sought better. Still seeking better. That’s why I am writing this, but at some point betters meet and it then becomes a question of whose better is better.

Things happen differently in the gradeless classroom. They have to. Nearly all teachers I know who’ve gone “gradeless,” are doing it in response to the inadequacy of traditional grading practices. It’s the nature of the journey. We have to do things differently. And while things have changed–for the better most of us believe–within our rooms, the rest of the world remains largely unchanged without. And that interface between worlds presents challenges. Many of us have found ways to overcome these challenges, and we do so willingly because we believe in what we are doing. The extra effort is worth it. From explaining our work to parents to finding clever ways to manipulate our online grade books, we have found ways to make our “different” work–within our walls, but what about outside our walls? What happens when these worlds collide?

As many of you know, I am no fan of standardized testing. I find it a false narrative, at times deeply at odds with the stories we pen in our room all year long. Of late, as I have begun to more publicly and purposefully resist, the chances for these at-odds moments are likely to increase as I shrug the test and embrace instead the experiences in my classroom. I imagine there will be a disconnect, a discrepancy in the data. The outside data and the inside data will tell different tales. Such is the risk of different. Such is the risk that discourages many to do differently in the first place. I have risked much in the past, and I will risk much in the future, but risk is not without preparation. I was “prepared” when I went gradeless three years ago. I will be prepared with this next phase, evolution of Project 180.

A Tale of Two Experiences

The initial genesis of this most recent plan to do differently actually occurred during a recent PLC meeting where my team and I were discussing our findings from a common assessment, an argumentative letter (yes, I’m a sellout. It was test prep). And we arrived at this place where we were wondering about what our data revealed vs. what the SBA data might reveal. What if the two told different tales?  And it got me to thinking about the value of qualitative data in telling kids’ learning stories, thinking if the day ever came where we had to reconcile the difference in data, how could we relate, how could the kids relate their learning experiences in a way that could/would stand up to the inquiry? We would have to have our act together. And I, in particular, for I do far differently than they, would really have to have it together. So, I started thinking.

Kids would have to present a compelling tale to stand up the to “truth” of standardized data. My kids already collect a portfolio of evidence all semester long, but I am not sure it is truly compelling, particularly to outside eyes.But that is a secondary, reactionary concern. More to the point, how can I create an experience where we can capture growth moments? That’s the primary, for me. That’s the tale I want my kids to write, that’s the tale I want them to tell. But as I wrestled with how that manifests itself in kids’ learning experiences, I always hit a snag. And then, finally it dawned. It’s the numbers. It’s the damn numbers. They tell the tale too short; they end the tale too soon. I have to get rid of the numbers. I have known for a long time that the sweet spot in learning is the feedback cycle, but I have also known, experienced, bemoaned that feedback gets tainted by numbers. So yesterday, I decided to devise a way to get rid of the numbers. But I am not fully ready to share that yet, for I have a lot of processing to do. This is going to be a BIG different.

I wanted to share this to create some context for my change, to share my why before my what and how. I know holes exist in my thinking, that’s the nature of chasing better–there are always holes, but this is what I have for now. My thinking moving forward is hovering around these questions/ideas.

What is learning?

We learn from experiences.

Experiences provide feedback opportunities.

Feedback opportunities promote growth.

Growth is evidence of learning.

Learning is the goal.

So, our goal is to provide meaningful growth experiences so each student may learn.

What makes a “Growth Experience” meaningful?

Relevance

Choice

Agency

Standards

Criteria

Feedback

Support

Reflection

Self-Assessment

That’s my rough shove of my idea into the world. Any questions or feedback would be welcomed and appreciated.

Do. Reflect. Do Better.