The nature of grades is certainly a complex one. One of the largest debates in this sector comes from the question of what are we grading when we stamp an A, B, C, D, or F on a report card? Some teachers say that we should grade students as though it is their job, which means taking into account attitude and attendance along with quality of work. Unlike a job, some teachers say you should consider whether a student has truly tried to master the material, and that if they have, they should be rewarded with a higher grade. There are also teachers who believe that the only thing that a report card grade should show is how a student did on the assessments.
The idea which most appeals to me is one in which you grade based on assessment, but have a separate grade for the behavioral aspects. I see the flaws in the single-grading system, but I also believe that whether or not a student tried on an assessment is important as well. I know that in the "real world" it doesn't matter if you "tried" if the product is bad, but as the book continues to remind me, I am working with adults-in-the-making (or as they put it "morphing", which just sounded a bit gross to be honest), who are not yet fully-developed grown-up.
Something else to consider is the fact that what is an "A" to one teacher, isn't necessarily an "A" to another. Some teachers see an "A" as having gone above and beyond, while others may see it as simply meeting all of the criteria addressed. This inconsistency leaves students at a loss; often they must interpret grades themselves. This is why putting comments on grade reports would serve a positive purpose, so students and their parents understand why they were given the grade they received.
What if a student wants to improve a grade with a re-do? I personally think re-dos are appropriate, especially because if a student asks for it— this shows initiative from them to improve themselves. But there are definitely some rules. First, be clear on when it is okay to redo things and when it is not. Second, make sure that you offer the re-do to all students no matter what grade they achieved. And third, instead of doing a grade penalty, consider having students explain why they got an answer incorrect, they must attend a review session, or say that they must stay after school, so that people who don't actually care about their grades simply won't put in the effort, while those that do, will be given the chance.
Some schools are doing away with grades all together, and you know what? It's great. Students are less stressed, and are more focused on truly learning instead of earning a grade on a report card. The students who are given graded report cards are struggling in comparison. On page 94 Alfie Kohn says: "To read the available research on grading is to notice three robust findings: students who are given grades, or for whom grades are made particularly salient, tend to (1) display less interest in what they are doing, (2) fare worse on meaningful measures of learning, and (3) avoid more difficult tasks when given the opportunity— as compared with those in non-graded comparison group."
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