So what do we do about this? For me, the course of action is clear: We need to walk away from traditional grading — in which I include not only multi-interval letter grades but also grades based on statistical point accumulation. We’ve seen enough. Grades are harmful to students’ well-being; they do not provide accurate information for employers, academic programs, or even students themselves; and they steer student motivations precisely where we in higher education do not want those motivations to go. There is no coherent argument you can make any more that traditional grading is the best approach, in terms of what’s best for students, to evaluating student work. If we value our students, we’ll start being creative and courageous in replacing traditional grading with something better.

Source: Traditional grading: The great demotivator

Via: đź“‘ Traditional grading: The great demotivator | Read Write Collect

My experiences with first-year and upper-level writing instruction have further confirmed that if you are grading, you may not be teaching.

Specifically, teaching citation and scholarly writing has revealed a problem that directly exposes why grading often works against our instructional goals.

First, let me stress again that the essential problems with grading include how traditional practices (such as assigning grades that are averaged for quarter and/or semester grades that are then averaged for course grades) tend to blur the distinction between summative and formative grades, inhibiting often the important role of feedback and student revision of assignments.

The blurring of formative and summative grades that occurs in averaging, as I have confronted often, deforms teaching and learning because students are being held accountable during the learning process (and thus discouraged from taking risks).

To briefly review the problems with grades and averaging, let me offer again what my major professor argued: Doctors do not take a patient’s temperature readings over a four-day stay in the hospital in order to average them, but does consider the trajectory of those readings, drawing a final diagnosis on the last reading (or readings). Thus, averaging is a statistical move that distorts student growth, deforms the value of reaching a state of greater understanding.

I struggle to break through students resisting the drafting, feedback, revision process because they have been taught to submit instantly perfect work; that their identifiable flaws are the loss of points-not necessary areas to learn, grow, and excel.

As I end my thirty-fourth year teaching, I cannot stress hard enough that if you are grading, you may not be teaching, and your students likely are not learning the very things you value enough to assess.

Source: If You Are Grading, You May Not Be Teaching | radical eyes for equity

My experiences with first-year and upper-level writing instruction have further confirmed that if you are grading, you may not be teaching.

Specifically, teaching citation and scholarly writing has revealed a problem that directly exposes why grading often works against our instructional goals.

First, let me stress again that the essential problems with grading include how traditional practices (such as assigning grades that are averaged for quarter and/or semester grades that are then averaged for course grades) tend to blur the distinction between summative and formative grades, inhibiting often the important role of feedback and student revision of assignments.

The blurring of formative and summative grades that occurs in averaging, as I have confronted often, deforms teaching and learning because students are being held accountable during the learning process (and thus discouraged from taking risks).

To briefly review the problems with grades and averaging, let me offer again what my major professor argued: Doctors do not take a patient’s temperature readings over a four-day stay in the hospital in order to average them, but does consider the trajectory of those readings, drawing a final diagnosis on the last reading (or readings). Thus, averaging is a statistical move that distorts student growth, deforms the value of reaching a state of greater understanding.

I struggle to break through students resisting the drafting, feedback, revision process because they have been taught to submit instantly perfect work; that their identifiable flaws are the loss of points-not necessary areas to learn, grow, and excel.

As I end my thirty-fourth year teaching, I cannot stress hard enough that if you are grading, you may not be teaching, and your students likely are not learning the very things you value enough to assess.

Source: If You Are Grading, You May Not Be Teaching | radical eyes for equity