Grades Tarnish Teaching as Well as Learning
Recently on social media, a professor asked if others used rubrics with graduate students. Since rejecting rubrics has been a central component of my career-long efforts to de-grade and de-test teaching and learning, I chimed in.
My posts in the comments explaining why I don’t use rubrics were significant outliers because the thread of comments was overwhelmingly endorsing rubrics, almost entirely in terms of making grading easier or more transparent as well as providing teachers/professors protection against (hypothetical) students challenging their grades.
One immediate response to my comments is also worth highlighting since a person who doesn’t know me made fairly nasty assumptions about me being like the professors they had in grad school, the “gotcha” professors who use grades to ambush and punish students.
While most of my public (see here and here, for example) and scholarly work rejecting the use of rubrics — especially when teaching writing — has focused on their negative impact, along with grades, on students and learning (see this example), the recent social media thread highlights that grades also tarnish teaching.
Early into my first 18 years as a high school English teacher, I stopped giving tests; a bit later in that position, I also stopped grading assignments (although I had to assign students quarter and course grades). Over my on-going 19 years as a college professor, I have always delayed grades (feedback but not grades on assignments but course grades assigned) and never given traditional tests (midterms are often class discussions, projects, or reflections; and final exams are always portfolios of the work over the entire course).
My syllabi have no grade scales or policies, no weights for calculating grades, and no late policy even; I do have an explanation of my no grades/no tests approach to teaching, and I do share with students some broad patterns often correlated with course grades.
While reading the thread on social media, I recognized a pattern of fear and a need among teachers/professors to justify grades but also to guard against a hypothetical complaining student.
This pattern struck me as a non-grader because over the 19 years I have been teaching in higher education full time, I have zero official complaints by students about grades. And only one student has ever confronted me about a course grade, a student who failed their FYW seminar for not participating in the minimum requirements (the student submitted all four essays once at the end of the course without submitting them throughout the semester and fulfilling the drafting and conferencing requirements).
That student left our meeting with the understanding that they in fact earned the F by not meeting the minimum requirements and expectations listed on our syllabus, and never pursued any official complaint.
While I remain deeply concerned about the negative consequences of grades, tests, and prescriptive structures such as rubrics on students and learning, I am convinced that grades, tests, and rubrics detract significantly from effective teaching and actually create the problems many teachers seem inordinately worried about.
Rubrics as a subset of the traditional grading culture are often justified in terms of transparency as well—a very compelling argument.
As I have examined before in terms of the backwards design movement associated with Wiggins and McTighe, I have taught for almost 40 years while the focus on teachers and students has shifted from learning objectives to student assessment, and I do recognize that the shift to backwards design was in part an acknowledgement that students deserve transparency in expectations and goals for learning and student behaviors (artifacts of learning such as essays, projects, or performances).
Grade policies, rubrics, and templates are one type of transparency, prescriptive and authoritarian, but they all prove to be teacher/authoritarian-centered and to be mechanisms that reduce student autonomy and engagement in their own learning. Codified transparency is demanding compliance over student agency.
Despite the assumptions of at least one person commenting on social media, I am not a “gotcha” professor, and I am transparent about learning goals and student behaviors. However, I see transparency as a conversation in a learning community and an evolving, not static, state of any course bound by the limits of the academic calendar. That transparency must support my authoritative role as a teacher (as opposed to authoritarian).
I have posted many times that my transparency is in the form of minimum requirements (see below) and providing for students a wealth of resources that include detailed models of their assignments with instructional comments and checklists for preparing and revising their work.
By not grading assignments, I provide students low-risk environments that remove the “gotcha” element entirely since students are required and allowed to revise their work as well as engage with me in an ongoing conversation (conferences, feedback provided on the assignments) that helps them construct their own learning (individualized rubrics, in other words).
And since course grades are linked to a final portfolio of their work, assigning a grade occurs after students have had the entire course to learn, and considering the amount of feedback and conferences students have experienced along with class sessions grounded in their artifacts of learning (I teach based on the strengths and needs their assignments reveal), neither students nor I are surprised by the final course grade assigned.
I must emphasize again that I have been de-grading and de-testing my teaching since 1984 (the first year) and that these practices have been implemented in a rural public high school as well as a selective university. I developed and practiced not grading assignments and not giving traditional tests while teaching public school in a right-to-work (non-union) state and during my non-tenure years as I began my career in higher education.
I fully acknowledge and have worked in the so-called “real world” of traditional schooling that requires grades. Therefore, I have conceded that at best I am delaying grades, but I must emphasize that I also forefront significantly student learning and my teaching while complying with assessment, evaluation, and grades last, as a mandate that must not negatively impede student learning or my teaching.
Many justifications of rubrics are placing grades first, sacrificing learning and teaching.
Once we prioritize student learning/agency and teacher professionalism as well as teaching, structures such as rubrics can be recognized as traps that center the authority for a course in those structures (rubrics, templates, grading policies) instead of in the teacher/professor.
A syllabus is a legal contract, and once we codify how grades are determined, we as teachers/professors are bound to those codes regardless of how valid they prove to be for each student.
Well designed rubrics must be highly prescriptive (see Popham, Chapter 7), and thus, they do much of the work for students, choices and experiments that would better serve the students as learners; poorly designed rubrics (open-ended, vague, etc.) are neither fulfilling the goals of using a rubric or satisfying the standard justifications for using rubrics.
In rejecting rubrics, I am not rejecting transparency or fairness.
I am advocating for teachers and professors to step outside those traps and to make commitments to transparency and fairness grounded in student learning and teaching, not assessment, evaluation, and grades.
P. L. Thomas, Professor of Education Furman University, taught high school English before moving to teacher education. You can follow his work on Twitter at @plthomasEdD and on his blog at https://radicalscholarship.wordpress.com.