This post is the first in, hopefully, many taking place as a conversation between Jeremy Macdonald @MrMacnology, a 5th grade teacher in Oregon, and Pernille Ripp @4thgrdteacher, 4th grade teacher in Wisconsin; two educators who for the first time are attempting a no grades classroom as well as limited homework. We work under the confines of our districts but with passion and belief that this is the way forward.
Hello Jeremy,
Remember this summer when we had our dreams in place of how we were going to make this work, this no grades thing, and how we knew that with the right amount of dedication it would be a smashing success? Well, guess what, the school year started and it is hard! I still believe in it, don’t get me wrong, this has been a massive educational philosophy switch for me and one that I am incredibly passionate about. I believe I am doing the right thing by focusing on the learning and not the grade, but who ever knew that removing most worksheets, tests, and averages would making teaching so much more time consuming? Now when students finish a project I have to find the time to speak to them about it or at the very least write lengthy feedback on their work. No more checking an answer-key and slapping a subjective percentage on it and calling it a day. I have to study what they learned, how they divulged it, and more importantly figure out where to go from there.
So maybe that is why many educators do the grade; it is easy. After all, you don’t have to change how you teach a student if the end result is just an average number based upon a semester’s performance. You can just hand over the grade, watch the disappointment swell if it wasn’t the one they hoped for and then move on. Parents are happy because they recognize what the grade means, or think they do anyway, and students know exactly where they fit into in the hierarchy in the class. End of story. Yet, when you throw away the grade something enormous happens. At first, students are a little bit surprised, perhaps even dismayed, and definitely confused. I don’t know how many times I have had to discuss with students why the feedback I have provided does not translate into a percentage. Some get it, most don’t at this point in the year. One student in particular keeps asking me how he can earn a good grade and is perpetually disappointed when I tell him that it is about the learning not the grade. So what do you say? Do you tell them that they are doing amazing and some would consider that to be an “A+” performance or do you stick to your line and keep pressing on with learning goals?
And the work! Papers piling up, goals, checklists, notes from conversations all crowd my desk. With conferences coming up, I am starting to shake a little in my boots. Will I have enough evidence to prove the academic rigor I am subjecting my students to? Will students be able to explain what they have been learning or how it affects their future learning? Will I be able to communicate effectively to doubting parents that although less homework is sent home, their child is still learning just as much? And don’t get me started on report cards! How will I translate their knowledge into a grade?
I know this is the right path, but why must it be so hard? I know change is never easy but this makes so much sense. So where does one go from here?
Best,
Pernille
Pernille Ripp 
Pernille, you have described the feelings that a teacher SHOULD have when moving away from grading to learning and Assessment OF Learning to Assessment FOR Learning. Stopping grading "cold turkey" is extremely difficult for parents, teachers, and students as they are so used to looking for that grade to tell them where they are at. What I always recommend is taking baby steps in this direction. Start with math and science for a few months and then build from there – when I did this i noticed that we could have many conversations and then compare the two methods. By the end of the year, almost all students and parents appreciated more formative and less summative. Also, remember that you do not need to formally assess everything… Students cam be assessing themselves and each other. Your frustration with getting a report card mark after not giving grades is one that I struggle with. All I can say is include the kids on the grade… See where they think they are at. I did this with grade 5's. By no means is it perfect but it is a start. I look forward to your conversations with Jeremy as this is a path that I would like to see my school take.
WOW, you guys are sounding all PYP, I have just come back to America after teaching for a few years overseas in an IB school. I remember the first IB training and how my mind seemed to shift in my brain. NO GRADES! LOTS of Assessmnet. So much documentation. I loved it. The kids were always learning, and it was a fair days work, the kids worked as hard as I did. Student led conferences confirmed it for me every year. They had so much in thier portfolios, they knew so much, more than I had taught them. They were taking the learning part into their own hands, it no longer had to be spoon fed by me.