Cooperative Catalyst

As oppressed people in general, but particularly as people of multiple oppressions, we make constant decisions about which battles we are willing to fight, and what the potential outcomes might be: Do we call our friends out for using the misogynistic language that everyone in our hood uses? Do we come out to coworkers and risk losing a job? Do we send our kids to a better-resourced school if it means they will be the only Brown students in their class? Do we brave the violence of home if it means being around people who speak our languages, know how to dance our music, and understand our humor? Every day we find personal answers to these kinds of questions, and make choices about which struggles, big or small, we are prepared to take on within any given moment. To make these choices, sometimes deciding that we are not ready to fight a certain fight, is to take an active stance, not a passive one, as certain members of our communities who may not share all of our oppressions sometimes lead us to believe. Thinking actively about how we can participate in resistance in ways which protect and sustain us, is necessary for carrying on long term struggles for justice, and our duty to ourselves as members of those struggles. With that in mind, how do we make those choices actively? How do we choose our battles in ways which are healthy for ourselves, honoring of our communities, and still dangerous for the systems which do us harm?

So here is the skinny on grading and assessment. I must first admit, it is something that we constantly have to work on in my building. Do the assignments that we ask our students to complete in our classrooms have a purpose? If the answer is no – then stop assigning them – like, now. There are several areas that we should focus on when bringing purposeful assessment to your building: Drop the Zero 100-point grading scales are mathematically inaccurate – it is a fact. We must stop the use of the zero in our buildings immediately. The zero holds six times more weight than any other grade that we can assign students. Use of the zero in our grading practices could potentially eliminate a student’s chances of passing a course in the first semester. This is what I refer to as the Grading Abyss. It is a pitfall, that when students fall into it, they will act a fool in your class as they have no mathematical chance of passing your course – even with a 100%. Laws of Averaging State: 0% + 100% = 100%; when we divide that by 2, we get 50%. A failing grade. Bummer. Read more about dropping the use of the zero here. Are Your Grades Polluted? Do you know why we grade students? You should. Grades, at least at the middle and secondary levels, are about student proficiency with the standards that we teach. Anything else that we grade students on – other than proficiency on the standards – pollutes your grades. Say, if you grade students on participation (subjective) or behavior (subjective) – the grade becomes a reflection of much more than the student’s proficiency on the standards you are teaching. Parents when they see an A or a D on a progress report would not know whether the students are proficient on the standards, or are just a compliant student in your class. Your grades are polluted. You can read more about grading pollution here. Meaningful Feedback Grading for completion? C’mon… you know you’ve done it. I was guilty of it during my early years in the classroom. If we assign students work, we owe it to them to provide them with meaningful feedback. Checking (and assigning grades) for completion is nothing but “busy work”. Our students know that and they are on to us. What if we grade for completion, but a student actually doesn’t have a clue about what they are talking about. Hypothetically one could pass a student that knows nothing about the content area that we are teaching them in. Again, bummer. We would be guilty of contributing to just passing students on. If you assign work – provide your students with meaningful feedback. In schools across this country, we must tighten up our grading and assessment practices. The ability to assign grades comes with a lot of power. With great power, comes great responsibility. If we haphazardly assign grades and award credit without reason, we are going to produce students that are not proficient in any areas. On the other end, we are also failing hundreds of thousands of students every year based on what? This question is especially important when we reflect on the reasons for the 1.2 million high school dropouts that we encounter each year in the United States. So, I ask that as you begin the new school year that you look hard and redefine assessment in your classroom, schoolhouse, or district. Go forth and do great things.

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My Global Life, Our Global Living

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