A Grade vs Learning Mentality - Are we there yet?

Have you made the shift from an emphasis on the grade to an emphasis on learning?  Here are some indicators and something to think about...I would love to get your feedback.  Let's add to this list!

---

A Grade Mentality
Purpose of assessment:

The purpose of assessment is to assign grades

The purpose of grades is to rank students
 

Classroom practices as indicators:

Grade reduction for late papers
 

Zeroes for missing assignments
 

Students to use their books or notes for test/quiz corrections and “partial credit”

Learning objectives written with a “degree”
 

Points deducted on assignments for managerial tasks (name on paper, headings, etc) 

Participation grades assigned to encourage, reward, or punish students 

Grades used by teachers and/or students to set goals
 
Grades given for practice work
 

Trade and grade
 
Rubrics created and used by teacher after students turn in work
 
“Grade only” on returned papers
 

Teacher (only) keeps track of grades
 

Intelligence is fixed
 
Grades distribution result in a bell shaped curve
 

Student questions as indicators:

Did I make a 100?
 
Is this for a grade?
 
How does my grade compare to my peers?
 
Is it easy to make an A in this class?
 
How many points is this assignment worth?
 

What can I do for extra credit?
 

A Learning Mentality
 Purpose of assessment:

The purpose of assessment is to determine mastery 

The purpose of grades is let students know how close they are to their learning goals
 
Classroom practices as indicators:

“Responsibility” grade is separate from content mastery grade
 
Students are given an “Incomplete” for missing assignments with structured time to finish
 
Content is retaught then reassessed for mastery
 

Learning targets and success criteria are posted (I Can, We will, we are learning to)
 
Point reduction is not used for compliance purposes
 

Participation is not a graded activity
 

Learning targets used to set goals 

Allowing practice work for formative assessment that is not graded
 
Self and peer assessment with opportunity for revision
 
Mastery criteria made clear before students begin assignment
 
Success/intervention feedback provided on assignment with opportunity to correct for full credit
 
Students partner with the teacher in tracking their own progress in relation to the learning targets
 
A growth mindset
 
Goal is for all students to master all learning targets
 

Student questions as indicators:

Did I get it all right?
 
Will we assess my knowledge or skill on this?
 
How close am I to my learning goal?
 
Is this class a place where I will be able to learn?
 
How does completing this assignment fit in with our learning goals?
 
What extra steps can I take to close the gap and show evidence of mastery?
 

(c) Cathy Box PhD, Lubbock Christian University, 2016