Education Week - April 29, 2020 - 6

Grading During the Pandemic? It's a Tough Call
By Stephen Sawchuk
As the nation's schools lurch into
an unprecedented experiment with
distance learning, with all of the
hiccups and false starts that entails,
teachers and administrators alike are
starting to wrestle with a question
deeply at the heart of the learning
enterprise: How are they supposed
to assign grades?
It's a tough call. Districts must balance what's fair for students, considering that many don't-or won't-
have full access to teachers. There's
also an art to the messaging-they
don't want to communicate that
they're blowing off the rest of the
school year.
The Mountain Empire district in
California stretches more than 660
square miles, includes students from
three Native American reservations,
and serves a half dozen distinct communities. Internet access ranges
from decent to nonexistent. The
district will be offering instruction
both online and, for families who
lack sufficient access, photocopied
work packets.
That hasn't stopped the district
from trying to put together ambitious learning plans for its 1,700
students, like an interdisciplinary
project to explore a topic of interest
over several days.
But it does mean that students will
have varying types and intensity of
interaction with their teachers.
Given those disparities, the district plans to recommend that, as
long as students participate, teachers should revert to their previous
progress grades. Students could potentially improve those scores, but
they wouldn't be penalized.
"I don't want to give everyone an A
because we're just trying to be nice,"
said Patrick Keeley, the principal
of the district's single high school.
"But we don't want to ruin people's
chances in the future, either," especially when it's due to factors outside
of their control.
Contrast Mountain Empire's context with that of the Salem City district in Virginia, near Roanoke.
The district serves a small, fairly
compact city. Every student in
grades 3 through 12 has a Chromebook through its one-to-one program. Salem has about 200 "hot
spots" for WiFi connectivity, and a
cable company has agreed to provide free internet access for students
qualifying for free and reduced-price
lunches.
So when its spring break ended
on April 13, the district was to make
a legitimate go at covering the most
essential of its remaining state standards via online learning-and to
continue issuing letter grades for
students' work.
"We realize that if we tell kids
today, 'Hey, your grade can't be any
lower than it is now,' or if we tell
them we're not going to grade them
for the rest of the year, we're going to
have a big chunk of kids check out,"
said Curtis Hicks, the district's as-

sistant superintendent. "And that's
not healthy for them for the short
run, and it's not healthy for the long
term, if students are underprepared
for what comes next."
Those two anecdotes outline the
different tension points surrounding
grading, but there's also potentially a
larger conversation to be had.
Grading has been on the backburner as educators have focused on
other measures of student progress,
like graduation rates and standardized tests scores, but the coronavirus
is prompting new questions about
how it should work.
It comes down to this: What is the
point of grading, anyway? And how
might it need to evolve in the age of
the coronavirus?

Cross Purposes?
In the U.S, grading is almost exclusively a local prerogative, with rules
set by more than 14,000 school districts.
To try to give some shape to this
far-flung, locally developed system,
states and other public and private
bodies have built a variety of policies
around grades to force them, imperfectly, into a common currency.
Every state sets credit hour requirements for graduation, for example. Grade point averages are
used for college admissions, scholarship programs, and even eligibility
for participation in extracurricular
activities and sports.
Some states use grades to determine whether students are eligible
for special programs, like magnets or
gifted education; a handful use them
as part of their 3rd-grade reading
laws to determine whether students
should progress to 4th grade.
The pandemic is forcing states and
districts to give serious reconsideration to nearly all those policies.
Most states are attending to the
most pressing needs first-those of
high school seniors set to graduate.
More than 30 of them have waived
some requirements, including certain mandated courses, end-ofcourse examinations, and minimum
attendance hours. Many are allowing districts to decide whether students have met the requirements for
graduation.
The broader question of grades,
though, is complicated by the fact
that the purpose of grading is muddled, said Jack Schneider, an assistant professor of education at the
University of Massachusetts Lowell
who is co-writing a book on the history of grading.
Sometimes grades are meant as
motivation, to help spur students to
do better. Sometimes they're supposed to communicate mastery of
content to parents. And sometimes,
in their most weighty function,
they're used to compare students to
one another, as when colleges and
universities look at transcripts.
Most of the time, the A-to-F grading system is pressed into supporting
all those goals even though some of

6 | EDUCATION WEEK | April 29, 2020 | www.edweek.org

them arguably work at cross-purposes, Schneider noted. And that effectively makes it harder for districts
to tease out what to do with grades
during an extraordinary disruption-
like the school closures wrought by
the coronavirus.
"People will begin to realize they
do want feedback, for instance,
from their student's teachers on
how their kids are doing," he noted.
"But unless the playing field is equal
or they're getting the same type of
supports they usually get, they don't
want that kind of communicative
effort to end up living forever on a
student transcript."

Equity Concerns
Most of the districts interviewed
by Education Week still want teachers to provide lots of feedback to students on the assignments they complete. But they're less certain about
the other functions of grades.
Many districts cite equity concerns
for wanting to take a pause from traditional grading schemes, pointing
to ways in which grades could penalize students who are low-income,
lack access to a device and the internet, or who cannot rely on parents to
help with home-based learning.
"Already our achievement scores
are reflective of poverty in Ohio,"
noted Michelle Novak, a school
board member for the 6,400-student Middletown City district, in
Middletown, Ohio. Her district
serves many students in poverty
who come from single-parent households, and the opioid epidemic hit
the area hard. It estimates that 1-in-5
students don't have access to both a
device and the internet.
"If we want to give our kids grades
during this time, we're really going
to be grading what their home life
looks like," she said. "And I don't
think it's fair to do that to anyone."
The Mountain Empire district, for
now, says it wants teachers to focus
their feedback on students' progress towards standards, rather than
assessing simply to build a grade.
As for the end of the term, "If they
have an A and are participating, then
they'll have grade maintenance. ... If
there are kids sitting there that want
to try to improve their grade, we'll
allow for them to try to build that
grade up," Keeley said.
Part of the decision, he added,
reflects uncertainties in colleges'
admissions requirements. (Some
states have systems that guarantee entrance to public universities
based on students' GPAs or class
rankings, which means that any decisions about grading will have to be
squared with those policies.)
For their part, many colleges nationwide appear to be favoring a
pass-fail, or pass-no credit system
for work completed this quarter or
semester, and some K-12 districts
are inclined to follow them.
The Highline school district, in
Burien, Wash., will assign scores of
pass or no credit for work completed

DigitalVision Vectors and istock/Getty

"

People will begin to
realize they do want
feedback... on how
their kids are
doing."
JACK SCHNEIDER
University of Massachusetts Lowell

during its remote learning-the idea
being that those students who don't
initially earn credit could get opportunities to do so later in the summer
or beyond.
"I think the whole grading issue is
one where we've just got to wait and
see," said Susan Enfield, the superintendent of Highline who also sits
on the board of the nonprofit that
publishes Education Week.
One of her rationales behind the
temporary grade freeze is that there
are over 100 languages spoken in her
district. While the district has done a
swift job translating learning materials into the top five mostly widely
spoken, serving English-learners
who speak other native languages
will be much more challenging in a
distance-learning environment.

A Question of Pedagogy
Teachers who have made the often
rocky leap to distance learning are
advocating for a cautious approach,
too.
Bobson Wong, a math teacher at
a Queens high school in New York
City, has noticed that his lessons are
taking longer to deliver remotely.
Partly that's because it is much more
difficult to check for students' understanding and make teaching adjustments in an asynchronous learning
environment.
He focused on getting students
through the remainder of the curriculum before the system's spring
break, which began April 9, so students would stay motivated to finish.
"I feel like the most important
thing I want to accomplish right now
is to establish a routine in this environment and a sense of order and
progress that we are actually moving
forward, and this is not just 13 days

of busywork," he said. "I have no
idea how you could give a numerical
grade for anything here."
But at the same time, Wong said
there's some value in determining which students appear to have
mastered the content, and which
students will need more help in the
future.
"You need something to differentiate a kid who is clearly doing a lot
of work and walks away with some
kind of knowledge, and a kid who for
whatever reason hasn't- their parents may be sick, or they may lack
internet access," he said. "Grades
aren't a judgment of character."
And he agrees that a larger conversation about grading could ultimately benefit students.
"Perhaps we emphasize them
too much, or we use them in ways
we shouldn't be using them," he
said. "Maybe we should look at why
we give grades in the first place,
and what we should be doing with
them."
Students are getting in on the action, too. In Georgia, more than
120,000 had signed a petition on
Change.org calling on the state to
void fourth-quarter GPAs.
"Without the proper help from
teachers or having the ability to actively question teachers and receiving rapid responses, students are not
truly learning, but rather grabbing
the information temporarily," its
organizer, Ellison Gonzalez, wrote.

'Going to Make Mistakes'
Some states are offering guidance
where they can, though they are
aware districts must make the final
calls
In Virginia, the state's School
Boards Association and Association
of School Superintendents recommended some practices for districts
to consider if they move to pass-fail
systems. They might choose to institute pass-fail only for certain courses
rather than instituting a blanket policy, for example.
Though the Salem City, Va., district is holding to traditional grades
for now, it wants to give students a
fair shot. Teachers will stagger the
days they're instructing so students
aren't slammed with assignments
for seven courses every day. They're
being told to boil down the state
standards to the most essential ones.
The district also plans to establish
safeguards: If at the end of the school
year students feel that their grade is
not consistent with their academic
history, or negatively impacted them,
they could lobby to have that grade
counted as pass-fail and drop it from
their GPA calculation.
The flexibility is intentional, Hicks
said.
"If you try to make decisions too
fast, you make mistakes. If you try
to make decisions that are projecting well into the future, you're going
to make mistakes," he said. "We
don't want to paint ourselves into
the corner."


http://www.Change.org http://www.edweek.org

Education Week - April 29, 2020

Table of Contents for the Digital Edition of Education Week - April 29, 2020

Education Week - April 29, 2020
Exhausted and Grieving: Teaching During the Coronavirus
Briefly Stated
Remembering Flint’s First Black Superintendent
Grading During the Pandemic? It’s a Tough Call
Pandemic a High-Stakes Test For DeVos’ Leadership
Remote Teaching: ‘I Started to Have a Panic Attack’
The Disparities in Remote Learning Under Coronavirus
Students Are Going Missing In Shift to Remote Learning
Schools Struggle to Meet Rising Demand For Food
Why the Coronavirus Crisis Hits Teenagers Particularly Hard
Schools Are Staring Down A Fiscal Tsunami
Letters to the Editor
EdWeek Top School Jobs
The Best Research on Online Learning
Education Week - April 29, 2020 - CW1
Education Week - April 29, 2020 - CW2
Education Week - April 29, 2020 - Exhausted and Grieving: Teaching During the Coronavirus
Education Week - April 29, 2020 - 2
Education Week - April 29, 2020 - Briefly Stated
Education Week - April 29, 2020 - 4
Education Week - April 29, 2020 - Remembering Flint’s First Black Superintendent
Education Week - April 29, 2020 - Grading During the Pandemic? It’s a Tough Call
Education Week - April 29, 2020 - 7
Education Week - April 29, 2020 - Pandemic a High-Stakes Test For DeVos’ Leadership
Education Week - April 29, 2020 - 9
Education Week - April 29, 2020 - Remote Teaching: ‘I Started to Have a Panic Attack’
Education Week - April 29, 2020 - 11
Education Week - April 29, 2020 - The Disparities in Remote Learning Under Coronavirus
Education Week - April 29, 2020 - 13
Education Week - April 29, 2020 - Students Are Going Missing In Shift to Remote Learning
Education Week - April 29, 2020 - Schools Struggle to Meet Rising Demand For Food
Education Week - April 29, 2020 - Why the Coronavirus Crisis Hits Teenagers Particularly Hard
Education Week - April 29, 2020 - Schools Are Staring Down A Fiscal Tsunami
Education Week - April 29, 2020 - Letters to the Editor
Education Week - April 29, 2020 - EdWeek Top School Jobs
Education Week - April 29, 2020 - The Best Research on Online Learning
Education Week - April 29, 2020 - CW3
Education Week - April 29, 2020 - CW4
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