by Kate Meadowcroft, Teacher and PYP Coordinator
Grading has been used in education for centuries as an efficient way to communicate the quality and, in some cases, the quantity of student work produced in schools. While it is irrefutable that grades remain the passport to higher education, researchers in the Faculty of Education at Queens University and Memorial University have published a study that shows that a preoccupation with grades can lead to negative impacts on student learning and well-being.
In their study, Rickey, Combs, DeLuca and LaPointe-MacEwen have demonstrated that teacher feedback is one of the most powerful influences on student learning; however, if students do not prioritize teacher feedback because they are solely focused on grades, they are missing out on this extremely valuable tool that contributes to their success. Preoccupation with grades also changes how students learn. They are more likely to focus on memorizing information instead of deeply understanding new concepts and making meaningful connections. Students are also less likely to take risks in their learning, which is necessary for students to grow as learners.
At Elmwood, one of our core values as a school is fostering growth. Our Junior School teachers provide ongoing meaningful feedback to students, both about their strengths and their areas for growth, in order to ensure that our students are lifted and unstoppable in their learning journeys. This feedback should and does look different at different ages and stages, but can include written and verbal feedback, rubrics, conferences and portfolios, as well as more traditional grades or levels.
Parents are key partners in our assessment practices at Elmwood. On Monday, December 2, at 8:30 a.m., please join me for a more in-depth conversation about assessment in the IB Primary Years Programme. I look forward to our discussions and answering any questions you might have about assessment and grading in the Junior School.
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