Wednesday, January 4, 2017

Russ on Reading: Beyond Grades: How is My Child Doing?

Russ on Reading: Beyond Grades: How is My Child Doing?:

Beyond Grades: How is My Child Doing?

Part 3 in a series on grading and feedback


In previous posts in this series on grading, I have argued first that grades fail to motivate genuine learning and second, that they provide only vague unhelpful feedback to students. But what about parents? Many teachers say that they must give grades because parents demand them. It is true that most parents view grades as useful feedback, primarily, I believe, because we teachers have sold grades as effective feedback for 150 years. Parents want an answer to the question, "How is my child doing?" For most parents, grades seem to provide the answer to that question.

But what if we showed parents that that question is only poorly answered by a letter or number grade and that we can provide them with much richer information? What if we could provide parents with the answer to that question and at the same time let them know what we can do together to help the child achieve even more? The transition might be bumpy, but ultimately, I think parents will see that a different approach to answering the "How is my child doing?" question will be much more rewarding.

First, let's understand that the question, "How is my child doing?" is a complex one. Parents want to know how their child is doing academically, but they also want to know that their child's social and emotional needs are being met. Educators have long recognized that a grade on a report card
 Russ on Reading: Beyond Grades: How is My Child Doing?:


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