“The past decades of education have trained students and teachers
to focus on grades rather than learning. Unfortunately, grades are generally an
account of points earned through various activities that are influenced by
artificial deadlines, grade inflation, extra credit, and subjectivity. It's
time for us to change the student mind-set currently focused on reaching a
particular percentage and instead empower them to take charge of their learning
and measure their own success.”
-- Focus on Learning, Not Grades, by Brad Kuntz
By Tommie Saylor
Kennedy High School Principal
We need to consider how we assess a student’s mastery of the
material taught. Remember, a letter grade is nothing more than a symbol
that is intended to convey a message to the student and the student’s parents
as to the level of proficiency the student has achieved in regards to the content
material taught in class.
This symbol should only take into consideration the student’s
knowledge, their understanding of the material, and educational level of
competence. Unfortunately, we as educators have a tendency to incorporate
items into this symbol that have absolutely nothing to do with measuring the
level of the student’s proficiency.
We incorporate the student’s ability to follow directions or
remember a command and control procedure, and fool ourselves into believing
that this is good for the student because these are important attributes they
will need later in life. Though this may be true, the ability to follow
directions, take commands, and adhere to due dates and time schedules are
important traits for students to learn, they have nothing to do with their
level of understanding of the material taught.
Therefore, when assigning a student a grade, that grade assigned
should be pure, the symbol used should only reflect the student’s level of competence
over the material taught, it should be void of logistical constraints.
Otherwise, our symbols used to denote a student’s level of aptitude becomes
misleading, irrelevant, and deceitful.
Attendance, ability to turn work in on time, ability to follow
specific instructions, ability to stay out of trouble has nothing to do with a student’s
mastery of content material. Simply, a student can be a pain in our
necks, disrespectful, and even disobedient, and though we may discipline this
student, it should not reflect negatively on their content grade.
All of this is about being a professional, honestly evaluating a
student’s ability regardless whether the student is a “good” kid or a “bad”
kid, regardless if you “like” or “dislike” the student. Remember, the grades
you assign a student speaks as much about the instructor as it does about the
student. It speaks about the instructor’s integrity, the student’s
ability, and the school’s authenticity.
With this, I would urge everyone to reflect upon the grading
procedure and drive out those things that have nothing to do with measuring a student’s
mastery over the material taught. Find other ways to encourage turning in
assignments on time, following specific instructions, making sure their names
are on their papers.
Let it be, that when we report out to the student’s parents by
assigning a letter grade, it truly reflects the student’s ability.
Remember, once a grade is placed on a student’s transcripts, it is there
forever, for the rest of that student’s life the grade will speak about the
student. Let it be pure, pristine, and unspoiled … a true reflection.
What starts here, changes the world. Making Kennedy the school of
choice. Excellence by design….
