Sounds interesting, right? Well, my good friend Ian Sands nominated me earlier this summer to go “no-grades” this year. And, after much consideration, I have accepted his challenge…well, mostly. There is no way at the high school level, with the GPA reward system we have going in America right now, that I can not grade. My kids need to have some numerical grade…for UIL purposes (pass to play), for college applications, and for the “ever important” class rank–which if you live in the great state of Texas like me, it is important to those kids in the top 10% (or for some colleges like UT–Hook “Em!!–it’s the top 7 or 8%) for automatic admission to state schools.
Anyway, I have accepted his challenge and plan on grading as little as possible this year. I know I am pushing it, and it my admin gets wiff of it, I may be up sh*ts creek. But, if I am going to start a change and get people talking and thinking about change in the grading arena and the education realm, I need to start somewhere.
Now, don’t confuse what I am doing in so far as grading with what I am doing in terms of assessment. THEY ARE NOT THE SAME THING!! And, you better believe that I am going to assess the hell out of my students. In fact, together we, my students and I, will asses their learning and growth like there is no tomorrow. It will mostly be informal and occur through dialogue between us–the students and myself. And, that is what an ideal classroom, at least in my opinion, should be like. It should be about growth and understanding how to think and move forward in the thinking. And, in order to do that, things need to be assessed. Grades have no part in that.
Now comes the part where you say, but how will you do that? You have to grade. Why not put numbers to your assessment levels? Then you can be in compliance and all that jazz. I answer you with, I’ve done that. And it works well, but I feel it is truly not a good showing of what a student in my studio has learned or how they have grown artistically–either in skill or thinking or both. It doesn’t really show growth over time.
Last year I read the book “Hacking Assessment” and I have taken a few things from the book about assessment, like having conferences with the kids and letting them be part of the conversation. I also went to a fabulous session at NAEA-Chicago with Justin Clumpner who at one point talked about grades and what they mean to each individual student. I think at one point he even said, I ask the kids what grade they want. Those things really resonate with me right now. Students need to be involved in their assessment of their learning. It is a 2-way street.
Now, if you know anything about the program I run, I like to have my kids reflect on their learning and their journey. We have done that through blogs and, more recently, BlendSpace. So, it occurred to me, why not combine all these things and thus my answer to the “no-grade challenge” was formed.
I do have to have at least a grade every 3 weeks…one a progress report time and one at report card time. (Technically I am supposed to have more, but don’t tell my admin, okay?) My plan is to have my students reflect on their learning and art making processes to help them determine their grade for that time frame. Of course, I have final say if I feel they have either graded too high or way too low. But, I think this will help shift the focus away from grading and back onto their learning, which is what it’s about….or should be. (Do I say that a lot, because I feel I do.)
Here are some screen shot of the google form they will fill out for this reflection process.
Will this work? I don’t know. Will it need to be tweaked? I am sure. What document is perfect from the get go? I am confident in what I am about to embark on. I think that it will make a difference; a difference even bigger than when I stopped grading artwork and focused on the processes only. Keep your eyes out for updates as the year progresses. And who know, maybe soon you too will also be up for the challenge.
So excited for you and your students Jean. Just read your forms. I’ve been experimenting with written portfolio reflections and students have grown to write well, reflect with meaning and respect the process. I’ll post an example and your docs have inspired me to upgrade my Q’s with artist behaviors & studio habits.
Do you have your students document the progress of their artworks each day with digital pictures? How do you manage all of the images? Does each student create their own blog to share with you and the public?
Chris, we just started yesterday, but my plan is to have the students document at a minimum of 3 times per week with photos or text about their process. We are a 1:1 campus with MacBooks. I am having the kids use a program called BlendSpace to store all pictures, websites, reference photos, etc. I plan on checking at least twice a week. Each student will also create a blog that is public where they will share photos of final pieces with artist statements. I want them to use the blogs more of a portfolio.
I was wondering what your thoughts were on sketchbook assignments? I have used them off and on over the years and generally feel disappointed in the outcomes and the responsibility of grading so many.
I use sketchbooks with my art 2 kids. They are given prompts and have to choose one each week to fully realize (background and all). The prompts are things like a vampire, bowling shoes, a carrot top, etc. I don’t care what style they use. It is really for them to think about the whole image, and not just the subject matter. This year I am not really going to grade them, but look and give notes. I will also encourage to use the as inspiration for other artwork.
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