Transitioning to a Continual Grading Period

Last April, I published a post The End of Marking Periods, in which I challenged the relevance and need for marking periods. I shared several reasons why I felt the use of marking periods were one of the many, traditional, outdated practices in education. Then, instead of just talking about it, our school began to take action.  

Over the past four years, our school has been taking steps to improve our grading and assessment practices. We have tried to move away from a culture of grading, which exists in many schools, and instead, promote a culture of learning. We’ve explored many flaws of traditional grading, and identified steps we could take to make improvements. Some of which, I discuss in my post Traditional Grading Flaws and Fixes.

To enhance our improved grading practices, we proposed the idea of piloting an new approach to grading periods. Instead of the traditional, four marking periods, we would pilot a year-long, grading period. Our Continual Grading Period would allow teachers more flexibility with their pacing, lesson design and assessment practices. It would also allow us to enhance our assessment practices, which have incorporated re-takes and re-dos. But ultimately, and most importantly, it would provide more opportunities for students to learn, and demonstrate their learning. We discussed and reviewed the idea with our sixth grade teachers, evaluated the possible benefits and shortfalls, the decided to move forward with Continual Grading Periodour proposal.

Late last spring, my assistant principal and I met with our central administration, made a short presentation to our school board, and with their support, moved forward with our pilot.

Throughout the implementation this year, we continued to have conversations and meetings with students, parents and teachers to gain feedback. We informally collected feedback from students, and formally collected feedback from parents and teachers via surveys. Our student and teacher feedback was overwhelmingly positive. All of our sixth grade core teachers supported the continuation of our Continual Grading Period.

Our parent survey responses were a mix of positive and constructive feedback. The positive feedback included some pleasant surprises, and the critical feedback we allowed us to reflect and make improvements to our communication and implementation. We shared an overview summary of our parent survey, which included our planned improvements (which you can view here).

This month (May 2016), we evaluated all of the feedback and decided to not only continue our grading period in sixth grade, but also expand into seventh grade. With the support from our district, we plan to continue implementation during the 2016-17 school year. I am confident we will learn more in our second year of implementation, and continue to make improvements.

What are your thoughts on the relevance of traditional marking periods?

 

 

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6 comments

  1. Pingback: The End of Marking Periods – What I Learned | Murphy's Musings
  2. Pingback: The End of Marking Periods – My Takeaways | Murphy's Musings
  3. Heather Fletes · June 25, 2016

    Wow, this is bold and beautiful freedom for education!

    Like

  4. Leah Wireman · July 20, 2016

    I like it ! Will follow to see outcomes !

    Like

  5. Kendra Grant · January 19

    We’ve been question everything about teaching and learning lately but not grading period. It’s a brilliant idea that fits well with a focus on formative assessment, feedback, student agency and parental engagement. As a teacher for 25 years we started talking about grades and what they do and don’t mean back in the early 90s. I’m now working with FreshGrade. Not to plug a product but I think it would accelerate what you are doing. I look forward to following ylur ongoing learning journey.

    Like

  6. Pingback: Eliminating Marking Periods | Principal MKelly's EduMic

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