by Cara W. F. Hyson

As an educator and parent, I realize that grades are a powerful and important method of communication between teachers and students. Why is it then that the message is often unclear, misunderstood, and misinterpreted? If it is a given that the goal of education is to foster learning and to develop self-discipline, self-respect and respect for others, what should be the guiding principles and practices that promote this goal?

For many years I have taught history to freshmen and sophomores at independent schools, most recently at Canterbury School in CT and now at Lawrenceville School in NJ. Many of my students comment that our curriculum is much more demanding than their previous school experience. For this reason, I feel it is important for them to understand my principles of grading, so they will feel hopeful and determined to succeed, rather than overwhelmed and defeated.

Principle #1- Grades are always about percents.

I ask the students, “ What percent of the material do you think you have mastered if you know the “gist” of the material, that is, if you have a very general sense of what will be on a test?” The students generally agree that this could be more than half the material. Well, more than half is just over 50%, so I ask them, “Is this the grade you want?” No one answers yes. What about if you know 2/3 of the material? What per cent is that? Is 67% a desirable grade? So, it becomes clear that the goal is at least 80-90% mastery-, which certainly takes concentrated and concerted effort. Presenting grades as a percent of mastery of the material helps prevent students from pigeonholing themselves as a certain type of student. Rather than seeing themselves as an A, B, C or D students, they can concentrate on increasing their understanding of the material and improving the skills required to increase their mastery in an academic discipline.

Principle #2- Grades indicate a teacher’s ability to teach the material.

Giving a test is a humbling experience. I have often felt that I am the one on trial. Did I teach the material well enough so that most students have mastered over 75% of the material? In my first year of teaching I gave a test that resulted in a class average of 60. I didn’t know what to do. Should I return it and blame the students for not studying enough, or was I responsible? In the end, I didn’t count that test, reviewed the material, and gave a retest a few days later. The classic bell curve that emerged made me realize the wisdom of my decision. It also had the benefit of assuring my students that I was fair and would take responsibility for my own mistakes or misjudgments.

Principle #3- Students should not be allowed to share grades in the classroom.

I am so adamant about his that I have threatened to deduct points from any student who voices his or her grade to others. The way I see it there are four scenarios that result in any grade. Scenario A. -A student studies hard and gets a good grade. (Good for you. You should be proud of your effort, but keep it to yourself.) Scenario B. - A student doesn’t study and gets a bad grade. (You got what you deserved.) Scenario C. - A student didn’t study at all and got a good grade. (No one really wants to hear from you.) Scenario D. - A student studies hard and gets a bad grade. (You really don’t want to hear about Scenarios A, B or particularly C.) Only an individual student can assess how hard he or she worked in relation to the grade received. I emphasize that when a test or graded paper is returned; a student should only be concerned with his/her own effort to result ratio. No one else’s really matter. I do think, however, that the class average and grade range is relevant and important information to share, so that students understand whether they are above or below the standards set by the teacher.

Principle #4- The role of a teacher is not to stump the students.

There is nothing that aggravates me more than to hear of a teacher who boasts of a low test average, as if somehow that indicates the intelligence of the teacher. The teacher is supposed to know more. That is why they are teachers; they have already mastered the material. Equally annoying are the teachers who take great pride in never giving a grade higher than a B, as if their vision and standards of excellence are superior to everyone else’s. I have always said that a teacher can write a test any day that all the students would fail. The tough part is creating a test that challenges the best students, doesn’t demoralize the weakest, reflects the consistent expectations of the teacher, and demands that students come prepared to be challenged.

Principle #5- A teacher should be willing to reconsider any grade given to any student.

I generally review each test, paper or homework assignment I grade with the class, to make it clear what I expected and to make sure the students review their own work and mistakes. I tell my students that if in the process of review, I took off too many points for an answer or made a mistake, that I am willing to review their answers and add points. If they notice that I didn’t take off enough points, I tell them to keep it to themselves. Sometimes a student can pick up a few points, and sometimes I stand by my original assessment. However, in this way, my students know that they have an opportunity to improve their grade by reviewing their work, which is such an important part of the learning process. This leads directly to:

Principle #6-Grades should be seen as an important part of the learning process, not the end of that process.

I urge students to keep tests and papers, even ones that they would rather forget and throw in the trash. Tests taken, whatever the grade received, are the most valuable study guides. Tests tell a student what a teacher thinks is important to know and understand, and what they need to know and review for a mid-term or final exam. Returned papers with constructive comments can help a student improve the quality of their writing and analysis. I remind students that tests help them to learn how to learn and papers offer guidelines for improvement, which goes right back to Principles 1 and 3.

Principle #7- The role of a teacher is to teach and inspire.

The teaching part is easy; we know (or should know) more than they do. Inspiring students is the tough part. Students have to believe that with hard work and effort they can do better, that they aren’t always destined to be a B, C, or D student and that learning is valuable, interesting, and important. We can’t make students more naturally talented at certain aspects of learning, but we can make them interested in trying to learn more, to become more self-disciplined, to respect the work and efforts of others, and to be proud of their own accomplishments. Isn’t that the goal of education?

Cara Hyson is currently teaches history at Lawrenceville School in Lawrenceville, NJ. She previously taught at Canterbury School in New Milford, CT and served as the Director of Studies at the Rectory School in Pomfret, CT, after starting her teaching career at Greens Farms Academy in Westport, CT. She is a graduate of Yale University with earned a Master of Arts in Teaching History from Bard College.

To comment on this article e-mail editor@indepependentteacher.org.