Hard work should be rewarded.
If you earn an A in a given class, you should get an A on your report card.
And this is true no matter how many of your classmates work just as hard as you do.
If everyone in class gives it their best shot, they should all get A’s. It is not the teacher’s job to split hairs and sort kids into arbitrary categories in order to preserve a monetary myth about grades’ value based on a model of scarcity.
Those who demand otherwise are under the spell of one of the oldest myths in academia – grade inflation.
It goes like this: You can’t give all your students excellent marks! That would devalue what it means to get an A!
To which I reply: Bullshit.
Almost every plane that leaves an airport lands safely. Does that devalue what it means to travel? When you arrive at your destination, are you upset that everyone else has arrived safely or would you feel better if some of the planes crashed?
According to the American Journal of Public Health, 93% of New York City restaurants earn an “A” from the health department. Does that shake your faith in the food service industry? Would you feel better if more restaurants were unsanitary? Would your food digest more efficiently if there were more people going home with stomach pain and food poisoning?
Of course not! In fact, these stats actually reassure us about both industries. We’re glad air travel and eating out is so safe. Why would we feel any different about academia?
The idea of grade inflation is a simple imposition of the concept of economic value onto learning. It has no meaning in the field of academics, psychology or ethics. It is just some fools who worship money imaging that the whole world works the same way – and if it doesn’t, it should.
It’s nothing new.
Conservatives have been whining about grade inflation for at least a century. It’s not that the quality of teachers has declined and they’re letting all their students pass without doing the work. It’s that certain types of curmudgeons want to justify their own intelligence by denying others the same privilege.
It’s the “I’ve Got Mine” philosophy.
We see the same thing with Baby Boomers who grew up in the counter culture and pushed for progressive values in their youth. Once they got everything they wanted for themselves, they became conservatives in their old age and worked to deny the same things for subsequent generations.
It’s the very definition of Age scoffing at Youth – a pathology that goes back at least to Hesiod if not further. (Golden age of man, my foot!)
Moreover, there is no authentic way to prove grade inflation is actually happening. Grades are a subjective measure of student learning. They are human beings’ attempt to gauge an invisible mental process. At best they are frail approximations of a complex neural process that is not even bounded temporally or causally. If a student doesn’t know something now, they may come to know it later even without further academic stimulus. Moreover, isolating the stimulus that produced the learning is also nearly impossible.
The important thing is not grade inflation. It is ensuring that grades are given fairly.
If students work hard, they should be rewarded.
I am very upfront with my students about this. And doing so seems to have a positive and motivating effect on them.
This year, I had students who told me they had never read a book from cover-to-cover before my class. I’ve had students look at their report cards in shock saying they’ve never received such high marks in Language Arts before. And doing so makes them want to try all the harder next year to repeat the results.
They leave me excited about learning. They feel empowered and ready to give academics their all. Because the greatest lesson a teacher can instill is that the student is capable of learning.
Don’t get me wrong. I don’t just hand out these grades. Students have to earn them. They have to demonstrate that they have actually learned something.
Everyone rarely measures up to the challenge. But that’s not the point. Everyone COULD. There is nothing in my design that prohibits that outcome. I don’t start with the assumption that I’ll only have 3 A’s, 4 B’s, 10 C’s, etc.
In fact, it is THAT scarcity model that dumbs down academics. If I grade on a curve like that, I have to give out a certain number of high marks regardless of achievement. I’m committed to giving out those 3 A’s regardless of whether that trio of students deserve it or not. However, in my abundance model, I give exactly the number of A’s that are deserved. If that’s zero, no one gets an A. If that’s everyone, then everyone gets an A. It all depends on what students actually deserve, not some preconceived notion about how the world works.
To do this, I give very few tests. I just don’t find them to be very helpful assessments.
A test is a snapshot of student learning. It has its place, but the information it gives you is very limited.
Most of my grades are based on projects, homework, essays, class discussion, creative writing, journaling, poetry, etc. Give me a string of data points from which I can extrapolate a fair grade – not just one high stakes data point.
This may work to some degree because of the subject I teach. Language arts is an exceptionally subjective subject, after all. It may be more challenging to do this in math or science. However, it is certainly attainable because it is not really that hard to determine whether students have given you their best work.
Good teaching practices lend themselves to good assessment.
You get to know your students. You watch them work. You help them when they struggle. By the time they hand in their final product, you barely need to read it. You know exactly what it says because you were there for its construction.
For me, this doesn’t mean I have no students who fail. Almost every year I have a few who don’t achieve. This is usually because of attendance issues, lack of sleep, lack of nutrition, home issues or simple laziness.
I only have control over what happens in the classroom, after all. I can call home and try to work with parents, but if those parents are – themselves – absent, unavailable or unwilling to work with me, there’s little I can do.
And before you start on about standardized testing and the utopia of “objectivity” it can bring, let me tell you about one such student I had who was not even trying in my class.
He never turned in homework, never tried his best on assignments, rarely attended and sleepwalked through the year. However, he knew his only chance was the state mandated reading test – so for three days he was present and awake. The resulting test score was the only reason he moved on to the next grade.
Was he smart? Yes. Did he deserve to go on to the next grade not having learned the important lessons of his classmates? No. But your so-called “objective” measure valued three days of effort over 180.
The problem is that we are in love with certain academic myths.
MYTH 1: Grading must be objective.
WRONG! Grading will never be objective because it is done by subjective humans. These standardized tests you’re so in love with are deeply biased on economic and racial lines. Whether you pass or fail is determined by a cut score and a grading curve that changes from year-to-year making them essentially useless for comparisons and as valid assessments. They’re just a tool for big business to make money off the academic process.
MYTH 2: Learning is Economics.
WRONG! Grades are not money. They don’t function in any way like currency or capital. They aren’t something to be bought and sold. They are an approximate indication of academic success. Treating them as a commodity only degrades their value and the value of students and learning, itself.
Treating grades economically actually represses the desire to learn, dispels curiosity and eliminates the intrinsic value of education.
So go ahead – inflate the “value” of your grades.
Give A’s to every student who deserves it.
That’s how you promote learning and fairly assess it.
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