Teaching and Learning Without Grading

In higher education, the relationship between evaluation and learning is frequently reduced to a single factor: a grade. Despite widespread criticism of grades as inexact tools whose overemphasis impairs student learning and has a negative impact on student well-being, they remain the standard in student learning assessment.

“What makes a child gifted and talented may not always be good grades in school, but a different way of looking at the world and learning.” — Chuck Grassley

There would be no grades in an ideal world. Instead, teachers and others would provide feedback to students, along with opportunities to use the input to enhance both performance and knowledge.

Requirements For Going Gradeless:

To go gradeless, educators must do two things.

• Find other ways to complete administrative tasks that require aggregating, sorting, or ranking. Determine what kinds of data may be utilized to support and report on student learning, and make sure that all teachers and students are capable of doing so.
• Without rethinking the administrative activities that rely on numerical grade scales, we won’t be able to use assessment to support and report learning without grades. More administrative input on how to accomplish this is required. Meanwhile, teachers may devise their own methods for altering grading procedures.

Without Grades, You Can Support and Report Learning:

• Students gain a better understanding of what they are seeking to learn as they work toward a learning objective by applying criteria to their own work.
• Feedback is information from any source that helps students move closer to their goals and figure out what they need to do next in this formative cycle.
• In the context of going gradeless, we should pay special attention to instructor feedback. Instead of grading, they might better utilize their time by offering actionable descriptive feedback and providing students with in-class, supervised opportunities to reflect on their progress using the feedback.
• The issues connected with grade-focused learning become more apparent as institutions and countries attempt to produce competent, well-trained graduates who are valuable in the present and flexible in an unpredictable future.
• Too much emphasis on grades may diminish student creativity, critical thinking, risk-taking, skills, and attitudes that are necessary for individuals, institutions, and nations to remain competitive in the twenty-first century (Demirel 2009).
• However, how institutions should act remains a mystery. The majority of people believe they are trapped with the current grading system for student evaluation (Schneider and Hutt 2013; Giada, Giovanni, and Vincenza 2014).

Alternatives Of Grades

• Instead of receiving a grade, students receive a pass/fail, credit/no credit, or solely qualitative assessment in gradeless or grade-free learning.
• Institutions anticipate that such methods of assessment will reduce competitive pressure and the imprecision of numerical or letter grades while still giving students relevant feedback.

What are the pros and cons of gradeless learning, and how does it affect students?

• Currently, only a few institutions of higher education use gradeless systems, and there is a huge vacuum in understanding concerning gradeless learning in general, as well as specific gradeless systems.
• This study begins to fill this hole by examining a prominent Asian university’s recent introduction of gradeless learning. Its supporters also believe it can help pupils focus on learning rather than grades, promoting the formation of lifelong learners.

Negative effects of grades on students:

• There is evidence that grades can have a negative influence on academic achievement, in addition to worries regarding whether students’ reliance on grades is healthy for them emotionally.
• Evaluative feedback, which “judges student work,” and descriptive feedback, which “provides information about how a student might grow more competent,” make up the majority of student evaluations.
• While students place a high value on evaluative feedback, numerous studies have revealed that descriptive feedback is far more beneficial for student development. One study, for example, split students into three groups: those who received descriptive input, those who received evaluation feedback (grades), and those who received no feedback.
• “Giving pupils evaluative feedback (in this case, grades) after a task does not appear to improve their problem-solving skills in the future.” Students who got descriptive feedback, on the other hand, outperformed students in the other two groups on all subsequent tasks.

How to prioritize learning?

Classroom activities

• Drafts, redos, and “changing assignments” are all things that happen in the writing process.
• Reflections and mindfulness are two skills that can be learned.
• Shifting the language and focus away from task completion (“do this”) and toward learning goal, outcome, or growth (“this is what you’ll learn”).

Encourage intrinsic motivation

• As previously said, intrinsic motivation is a critical component of educational achievement, and while some students are inherently more inclined to one type of motivation or the other, teachers can play an important role in enhancing intrinsic drive in all of their students.
• Grading based on participation and effort is one way to keep grading while focusing on learning. This technique has been proven to raise students’ motivation to improve their grades. Grading based on participation and effort is one way to keep grading while focusing on learning. This technique has been proven to raise students’ motivation to improve their grades.
• Some academics also believe that if students have more control over the grading process, they will become more self-regulated and self-motivated learners.
• Provide students with clear rubrics that explain the criteria for each assignment and even invite them to use rubrics to evaluate their own work (here’s how to make successful rubrics).
• Finally, research reveals that providing more descriptive feedback rather than numerical evaluations is one of the greatest strategies to boost student success.
• Despite the problems in grading, grades will continue to exist. Employers consider grades as a measure of hard effort and technical aptitude, and prestigious institutions anticipate them for admissions and scholarship chances.
• Good grades are also associated with a higher lifetime earning potential. All of this is to say that, as student stress levels rise and companies place a higher value on skills and experience than GPA, it is critical that grades do not take precedence over learning as the ultimate purpose of school.
• We can assist our kids to develop a passion for learning that will serve them throughout their lives by providing them with high-quality, constructive feedback.

Pro-Tip

The first step toward your desired career is to do well on your 12th-grade board exams. Infinity Learn -The Learning App offers programmes to help you study for your boards and competitive examinations such as NEET. Infinity Learn visual learning methods will offer you the necessary boost to accomplish your best, with adaptive and engaging videos, sample test papers for each concept, and personalized feedback.

• Score high with Infinity Learn – The Learning App.
• You can get a free consultation with Infinity Learn professionals at your home to better guide you.
• Click Here to book now!

Also read: Awakening to All Aspects of Teaching

Frequently Asked Questions

Ques 1. Do students learn better if they aren’t given grades?

Ans 1. When there is no risk of receiving a poor grade, the degree of work and responsibility can be reduced. While grades might be stressful, Feldmesser contends that they also help students improve as learners. Grades become an opportunity for achievement rather than a hindrance in this sense.

Ques 2. Is it important to get grades in order to learn?

Ans 2. For students, educators, and institutions of higher education, high school course grades are essential markers of academic performance. This could be due to the fact that grades are assumed to reflect both academic and noncognitive elements that contribute to academic performance, such as perseverance and a good mentality.

Ques 3. Why is it unimportant to achieve good grades?

Ans 3. Grades create an environment that stifles creativity and innovation. They’ve outlived their usefulness, implied failure, and jeopardized personal connections.

Ques 4. Why is it that learning takes precedence above grades?

Ans 4. Good grades make you feel great, but they also give us the impression of being clever and capable in a subject. Learning produces intelligence, and intelligence assesses your life performance.