Wednesday, December 22, 2010

To Grade, or Not to Grade?

I'm late turning in my first quarterly report for George (shhhh! Don't tell the authorities--they seem not to have noticed yet). But it's not because I don't have it done. I actually finished it early, over a month ago. It's because I'm wrestling with the question of grades.

I'm not required by NYS to assign grades. I could just say he "passes" everything. Or even that he's "excellent" at everything--though even that brings up a similar set of questions.

Basically, if I give him grades, my question boils down to this: do I base them on his effort, his achievement relative to other 5th graders, or his achievement relative to what I think he's capable of?

There are arguments that could be made for and against each of the above options. Let's take effort. The effort he puts into things. He works hard at reading and writing (though actually, none of it feels like work to him, because it's his passion! But he spends an abundance of time and energy on these things), so based on that, it would be an easy call to give him an A. Ok, maybe this is a bad example--if we're going to hand out grades, there's no way he deserves anything other than an A in Language Arts. But you get my point. Should grades be assigned based on effort? Part of me likes the idea, and part of me thinks it's kind of, well, lame. Because you could try really hard at something and still not be good at it... is that going to earn you the blue ribbon? And of course you can try not very hard at all at something and still be quite good at it. So I think perhaps "achievement" is a better thing for grades to measure.

But if we are going to measure achievement, what do we base that on? If it's based on what he is achieving relative to other 5th graders, then I'd give him an A in everything, because he's ahead of grade level in everything. Does that render the grades meaningless? Maybe. Yet, isn't that in some sense what the grades are intended to measure in the first place? How well any given kid is doing based on what our expectations are for the given level?

Or do we measure achievement based on what I feel he could possibly, potentially achieve? What a slippery slope that is, however. Are there areas I feel he could be achieving more in? Perhaps. I mean, one could pretty much always do better in anything, at least potentially. So, I'm not sure that's such a helpful road to travel.

All of these things might point to not giving him any grades at all. On some level, that appeals to me. His learning is very much its own reward, and I think he would agree with that. Several years into this homeschooling thing, we've managed to find, in pretty much every area, curricula/approaches/work that are a great fit for him. He's passionate about learning, has been doing plenty of it, and seems to be very much enjoying it all.

On the other hand, I'm at least mildly concerned about building a transcript or record of some sort for him for his future endeavors. I know he's only 10. And probably I could always go back and fill in grades if he suddenly needed them for something.

Or maybe I'm still on some level attached to the idea of grades (having loved the feeling of getting good grades myself back in the day). Maybe the notion of George having straight As just makes me feel good. Or maybe I feel it somehow legitimizes what we're doing here. I know that probably sounds sort of dumb, but if I'm being honest, I think somewhere inside of me I do just like the idea of grades (just as well, since they're a big part of my job and all!!!!). I don't know.

Then there are the related issues of motivation and self-esteem. Take math. He's working ahead of grade level on it. But he's not as far ahead in math as he is in reading/writing, nor does he devote the time or energy to it that he devotes to words. So does he deserve a lower grade in it? Maybe. But I know he's learning the material, and I'd be willing to bet good money that what he's doing would earn him a solid A in school. But should I give him a slightly lower grade anyway, to inspire him to work harder at it? I could try that. But I'm afraid that might backfire. Despite his successes in math (including some very high scores on standardized tests), because it doesn't come as easily to him as other subjects have, he's convinced that he's "terrible" at it. I would hate to reinforce this view in any way, which a lower grade would likely do.

But, still on the self-esteem question, is giving him As for being ahead of grade-level simply rewarding him for being smart? I read a very convincing article awhile back about the importance of praising kids for their effort (something over which they have control) rather than for being intelligent (something they were born with and over which they have little control). Praising them for their hard work empowers them, while praising them for being smart makes their self-image too tied to the idea of being so, and makes them afraid to try new things that they might not be so good at and that might "reveal" that they aren't as smart as everyone thinks. (I wrote more about this in the past, here.) But maybe that's not so relevant. He is, after all, doing the above-grade-level work. I wouldn't be rewarding him simply for being *capable* of doing above-grade-level work.

I don't know. Probably I'm over-thinking this. Besides, I need to get on with my holiday preparations. I guess I'll give it another day or two, and then just decide. In the meantime, comments and suggestions are welcome!

2 comments:

  1. i have found it helpful for me to use the elementary level exceeds expectations/satisfactory/needs improvement scale. because grading is subjective to the point of meaningless, and my own expectations about abilities mean something. i'm also mildly tweaking some subjects as we go. (for those which i remember we said that we'd explicitly teach ourselves not someone else. whoops. guess it must be time for another quarterly bluffathon.)

    currently this is playing out in the strange subset of the rif rewards program. reading we are good at. her monthly goals are being designed in such a way as to challenge her comfort level. and she has, as a result, been exceeding our ever increasing expectations. just a bit here and there, but i think it is mutually beneficial for parent and child to acknowledge the accomplishment.

    not that this is necessarily a place to finish grades for higher levels, but it may help you get a foothold into where you want to place your letters as the educator.

    i think we're way below grade level in quite a few areas that nobody really feels like working on in a systematic fashion. in addition we've held back a grade instead of advancing. this makes me feel like homeschooling dunces that should not be doing it, as we have no great lead into the public system to even tell us how minimal their standards are in our difficult subjects.

    ah well. kid is happy anyhow.

    ReplyDelete
  2. Yes, Mae is clearly thriving, as is George, and ultimately I think that's what we really want, isn't it? Comments I'm getting on FB and on a list I'm on are all suggesting foregoing the grades altogether, and that's what I'm leaning towards at this point.

    ReplyDelete