I spent the last three days helping to facilitate a leadership retreat for some of our rising 10th, 11th, and 12th graders. This year’s theme was resilience, which we linked closely to one’s relationship with failure.
In several different ways, we asked students to reflect on the extent to which the school provides opportunities for them to fail, process what happened, make adjustments, and persevere through a difficult situation.
As we concluded the retreat this morning, we invited the students to consider how they and the adults at our school could facilitate the development of resilience during the upcoming school year. I was overjoyed with the first comment a boy put forward, which he intended for both students and adults:
Too often we get so focused on grades that we lose sight of the learning. Let’s keep the conversations about the learning rather than the grade.
I was blown away because I had hoped a student would bring this up, and this boy came right out with it. I’d like to make some strategic changes in my messaging around grading, reporting, and assessment this school year, and making the connection to resilience explicit could help keep these shifts rooted in a value to which the community has expressed a commitment.
My guiding question is this: What grading, reporting, and assessment practices (and policies) most effectively promote resilience in students?
There are many broad categories of issues come to mind, but in my current context I’d like to focus on redos and retakes.
I would like to try to assemble the most concise, convincing evidence that allowing multiple attempts at demonstrations of mastery facilitates the development of resilience. (I would go further and say that the practice of averaging in the scores of unsuccessful attempts impedes the development of resilience.)
Here’s a selection of articles I’ve read that support this view.
As Thomas Guskey writes in On Your Mark, we won’t get very far if we don’t agree on the purpose of grades, so the goal here is to convince someone who believes that the primary purpose of grades (in math class especially) is to summarize performance on one-time tests (via the arithmetic mean).
What do you think?
- What grading, reporting, and assessment practices (and policies) most effectively promote resilience in students?
- What is the most concise, convincing evidence you know of that allowing multiple attempts at demonstrations of mastery facilitates the development of resilience?
P.S. The value of mastery-based (competency-based) learning has begun to make its way to the independent school world as well: in this article from 2014, David Cutler writes about his expectation that traditional grades will be obsolete by 2034.