Pathways to Proficiency. Eric Twadell

points relate mathematically to total points for the semester or term? How do they decide how to reward answers with points? How do they decide how to award those points as they observe performance nuances? What assumptions can the team make about borderline answers or performances? All these layers are at play in non-evidence-based grading courses.”

      “More important,” John says, “as you begin your journey, we need to ensure that we calibrate all perspectives, use high-quality assessments, and give all parties the right evidence. In this way, we make feedback purposeful and useful. We work to create these elements when implementing evidence-based grading.

      “Remember, we are moving to this model for two reasons: First, the traditional grading model exposes students to a false sense of mastery because it has teachers approve students’ short-term acquisition of knowledge as learning. Second, and even worse, students are not developing the skills to identify and articulate their current state of learning. We feel evidence-based grading successfully addresses both concerns.”

      Kaori asks the next logical question in order to move the team to its next phase of learning: “Can anyone tell me what a good learning target looks like?”

      Team members spend the rest of the meeting discussing the next steps toward implementation and set an implementation date for the new process. The team knows summer is a good time to rest before the challenge of implementing its new grading model.

The Four Commitments in Evidence-Based Grading

      In the preparation phase of team learning, members must commit to certain practices and perspectives. They must first resolve central issues and achieve coherence and clarity in order to build a solid foundation from which to learn. Committing to these perspectives is the first step to implementing evidence-based grading. Before team members can move forward, they must come to a consensus on the following four commitments of evidence-based grading.

      1. Agree that the percentage system is a flawed grading model.

      2. Eliminate four specific grading errors.

      3. Focus on grading proficiency.

      4. Use student-produced evidence.

Agree That the Percentage System Is a Flawed Grading Model

      One of the more interesting questions we get when talking to colleagues about grading is, Where did the current grading system come from anyway? That is an interesting story.

      It all began in the 19th century. Those few students who were lucky enough to forgo the farm and go to school typically went to a small, one-room schoolhouse with a teacher who usually taught the same students for many years. The teacher would deliver oral feedback on student performance a few times a year during home visits with students and their parents. Similarly, in the first half of the 19th century, most colleges and universities provided students with feedback in writing driven mostly by descriptive adjectives (Durm, 1993).