Do Marks Matter?

I love this visual.  Assessment is multi-layered and within each layer, there are layers. 

Report Cards:  Society is very competitive and has conditioned us to place a great deal of importance on marks.  As a result, parents and students want to know ‘the mark’ as not only is it a gateway to higher education, it lets us know where we rank, our position in relation to our peers. However, marks are a snapshot in time.  If you are struggling the day of your test, this will affect your performance in that moment, on that day. Not an exact measure of what you know.

Pyramid Change …… ‘of’ learning now is of lesser importance in than ‘as’ learning. 

What is assessment AS learning?  What does it look like in the classroom?

It looks like and sounds like Feedback.  Development of the ‘learning skills and work habits’ which can be found on the first page of report cards (a switch made in 2017 – grades are on the second page now) are the transferable life skills needed for success.  Developing these skills comes through repeated practice and feedback when learning or developing a new concept or skill.  Feedback looks/sounds like:

• Spontaneous comments/conversation based on an observation in class
• One-to-one or small group conferences with the teacher
• Written comment on work submitted
• Purposeful questions that are asked to guide student thinking in evaluating their work/thinking
• Peer-to-peer conversation
• Focus on strengths, where improvement is needed and suggestions to get there

Feedback is ongoing. It happens immediately, is linked to their learning, addresses misconceptions and lack of understanding, and provides manageable next steps.  It includes developing and praising those learning skills and work habits.  It does not include a grade/mark for every completed task.  When a student has had assistance in developing their understanding of the skill or concept, the ‘test’ tells us what they are able to do or what they understand independently.  Let’s put it in context for ourselves. 

Scenario 1 (traditional):  you sit and listen to someone tell you how to drive a car.  There is a test at the end of every lesson. You practice driving.  At the end of every practice, you are given a mark on how well you did. Are those marks a true measure of your ability to drive?  Do they encourage or discourage you?

Scenario 2 (now): you sit and listen to someone tell you how to drive a car.  You talk about it, ask questions.  Misconceptions are clarified.  Write the test.  You practice driving.  You get feedback on what you are doing well, what you need to improve and how.  More practice.  Then you write the test. Are these marks a true measure of your ability to drive?  Did you feel encouraged or discouraged throughout the process? 

It is challenging to fight against societal conditioning that marks are a true measure of success.  Praising the learning skills and work habits, not the marks/grade, will have a greater impact in developing the life long skills for success.