Solutions Website Blog from organization's website

In the article, From Degrading to De-Grading, Alfie Kohn discusses the issue I chose to research.  The author writes specifically how the current grading system is not reliable, valid, or objective.  He argues that schools should stop stressing grades. Kohn lists nine valid points regarding the problem with the current system and effects of grading.   In my opinion, the strongest point he mentions was how grades ruin the student’s interest to learn.  If students did not have to always worry about their GPAs and class ranking, then they could focus more on learning.  Other problems with grading include students often choose easier assignments, are encouraged to cheat, and can spoil relationship between teachers and students.  The author also stresses the subjectiveness of grades, since two different grades can be given for an assignment by two equally qualified teachers, or even the same teacher when read at two different times. In addition to stressing the problems of grading, he also proposes solutions. 

I agree with Kohn’s opinion that the change must be gradual.  The grading system has been the current way for a long time.  It would be unrealistic to expect such a big change to happen overnight.  Even though it is a hard change to make, it is a necessary change.  Kohn suggests the best way to go about making a change is in steps.  He proposed maybe just starting with one class to see how the switch works out. “Even a school that never gets beyond the first stage will have done a considerable service, giving students one full year where they can think about what they’re learning instead of their GPAs.”  Kohn presented studies indicating that graded students had “more trouble understanding the main point of the text” and “remembered fewer facts a week later” than non-graded students.   

A simple first step would be to remove curving grades or ranking students.  If students were not ranked, they could then focus more on the learning aspect rather than competing against others.  Curving grades artificially limits the number of top grades, teaching students that other students are “potential obstacles to their own success.”  Getting “A’s” should not be the point behind education.   

Removing grades or changing the grading system, does not remove the concepts of measuring a student’s performance.  Instead the author focuses on constructive, helpful method to improve the student’s learning.  Examples of this include “the teacher providing written comments, portfolios (carefully chosen collections of students’ writings and projects that demonstrate their interests, achievement, and improvement over time), student-led parent-teacher conferences, exhibitions and other opportunities for students to show what they can do.”  I agree these solutions may be rough on a teacher in high school considering how short the periods are and the large amount of students throughout the day.  Solutions to help the teacher’s load could be block scheduling, team teaching, interdisciplinary courses, and arrangements by schools were teachers could spend more time with fewer students.  These types of changes can take a long time implementing.  What can immediately be changed are individual teachers making “grades as invisible as possible for as long as possible” in their classes.  By helping students forget about grades, better learning can occur. 

Kohn, Alfie. "From Degrading to De-Grading." From Degrading to De-Grading.             
Kohn, Mar. 1999. Web. 19 Mar. 2013.