In the intricate tapestry of education, grades have long been misconstrued as mere symbols of academic achievement. Yet, as I journey through the world as a Black woman – an educator and a learner – I see grades for what they truly are: stark social indicators that echo the deep-rooted inequalities in our society. This blog is my soulful endeavor to unravel our collective fixation on grades and to champion a vision of student assessment that honors and recognizes the unique genius inherent in each child.
Reflecting on my own educational journey, juxtaposed against my sister’s, I recognize the stark disparities in how we navigated the academic realm. My sister, a paragon of what traditional education deems successful, always returned home with a report card brimming with A’s. Her journey has led her to become a nurturing nurse and a phenomenal mother. However, I often ponder whether those grades truly laid the groundwork for the remarkable woman she has become. Were they a true measure of her potential, or simply a compliance with what the educational system demanded?
In contrast, my own academic path was marked by resistance and rebellion. I was the student who constantly challenged the expectations of teachers and parents, finding the conventional school setting more confining than empowering. Yet, in the solitude of my bedroom – my personal learning sanctuary – I thrived. Here, surrounded by walls that witnessed my creative and intellectual growth, I delved into the realms of language, arts, and inquiry. This was learning, unchained and uninhibited by the rigid structures of grading.
However, the reality of the classroom was a stark contrast. Here, I found myself resorting to cheating, not as a reflection of my capabilities, but as a shield against the fear of failing grades. This was not learning in its truest sense; it was survival in a system that equated grades with worth. My eventual adaptation to this system was a superficial one, marked by rote memorization rather than deep, meaningful engagement with knowledge.
By the time I reached the 11th grade, the relentless pressure of securing high grades led me to a pivotal decision: to conform to the system’s demands, prioritizing grades over genuine intellectual curiosity. It was a moment of acquiescence to a system that valued letters on a page more than the nurturing of a young, inquisitive mind.
Through this narrative, my intention is not to wholly vilify grades but to highlight their limitations and the narrow scope of success they often delineate. Grades do not automatically beget life’s true achievers – the educators, nurses, or caretakers. Rather, they often funnel individuals along predetermined paths, overlooking the vast spectrum of potentialities. Take my sister, for instance, whose excellence in her roles as a mother and nurse is rooted not in her academic grades, but in her intrinsic qualities and motivations.
The most transformative experiences in my educational journey stemmed not from the grades I received but from the profound, insightful feedback that guided me. The mentorship of my Ph.D. advisor, who prioritized growth and understanding over grades, was instrumental in shaping my identity as an educator.
It is within this context that I advocate for a paradigm shift in education – from a grading system to one that genuinely embraces and nurtures individual potential. In my course, “Literacy as a Social Practice,” we dismantle the traditional grading paradigm, which often perpetuates a meritocratic illusion favoring a dominant, white narrative. Instead, we embrace a grading contract that celebrates attainable goals and fosters a learning environment conducive to personal and professional growth.
The absence of grades does not equate to a lack of assessment. Rather, it manifests through continuous, rich feedback. This feedback, deeply nuanced and theoretically robust, is designed to initiate generative conversations, recognizing and valuing the genius within each student. It’s about listening, understanding, and responding to their unique perspectives and strengths.
For instance, the feedback I provided to a fourth-grade ELA teacher on her poetry unit plan exemplifies this approach:
“Emily, your idea to culminate the poetry genre with a classroom exhibit is inspired, offering students a tangible audience for their work. However, let’s consider your more introverted students – how can we ensure their voices are heard and valued in this setup? Also, in your poetry sample, I encourage you to weave in elements of your identity. If the aim is to guide students towards self-awareness through poetry, then your example should serve as a beacon of this introspective journey.
Your vulnerability and deep thoughtfulness in this unit plan shine through, Emily. It’s a reflection of your commitment to your students and your craft. Thank you for embodying the essence of what it means to teach from the heart.”
This approach to feedback over traditional grading creates a space where learning is authentic, holistic, and reflective of the diverse capabilities of each student. It’s a testament to the belief that true learning transcends the confines of letter grades, tapping into the depths of individual potential and creativity.
Each semester, my pre-service teachers express overwhelming appreciation for this feedback-focused methodology. They recognize its power in creating an equitable, inclusive classroom environment that genuinely values diverse learning styles and perspectives. It’s a stark departure from the traditional grading system, entrenched in a white, middle-class ethos, which often fails to accommodate the varied experiences and backgrounds of all students.
As we journey towards a more equitable future in education, it’s imperative that we move away from rigid, one-dimensional assessment methods. By doing so, we begin to dismantle the systemic barriers that have long hindered many students from realizing their full potential. It’s about cultivating a learning environment that is not just equitable and inclusive but also reflective of the rich tapestry of our society.
In closing, this journey through my course is more than a personal narrative; it’s a shared experience with countless educators who have embraced this new paradigm. It’s a journey that challenges entrenched notions of grading and assessment, unveiling the transformative power of a classroom where feedback, not grades, is the cornerstone of learning. As we forge ahead, it’s crucial that we continue to question and redefine our educational approaches, ensuring they cater to the diverse needs and potentials of all students.