TO GRADE OR NOT TO GRADE: A DILEMMA IN EDUCATION
2015-16 Teaching Partners
Pedagogy Project
Nisha A. Fernando, Ph.D.
Professor, Division of Interior Architecture
College of Professional Studies
Pedagogy Project Outline
GOAL: To find a resolution to a growing concern that students are more letter-grade
dependent than learning experiences
RESEARCH: On similar concerns and what possible resolutions are out there that can be
successfully utilized in my classes
APPLICATION IN CLASS: Small example of how I used this information in class
REFLECTIONS: My thoughts afterwards….
CONCERNS OF LETTER GRADE -BASED ASSESSMENT
§  Assessment of learning leads to culminate in points/letter grades
§  As a culminating point, letter grades imply that there is no more need to grow/learn/
develop
§  Letter grades seem to be a means to an end
§  Letter grades are rigid, generalized assessments – do not showcase detailed
assessment
§  No space for self-evaluation or self-reflections as part of learning
§  It is a op-down approach
§  Undue pressure on students
§  False impression that letter grades are the way to show learning and achievements
RESEARCH – WHAT OTHER UNIVERSITIES DO WITHOUT GRADES
Research shows there are three main alternatives to standard letter grading procedures:
§  Written Narratives – Instructor provides detailed, focused, customized written
evaluations to individual students.
§  Self Evaluations – Student is provided tools to do open self assessments of his/
her work periodically. Instructor then combines his/her own narrative with student’s
self evaluation.
§  Grade Option – Students select either a letter grade or Satisfactory/No Credit for
open-curriculum courses. Requests can be made for more detailed narrative
assessments.
SMALL APPLICATION IN STUDIO CLASS - A Baby Step!
METHOD:
§  Assignment was introduced without informing students that this was an experiment
§  After assignment was completed, first a detailed verbal assessment was provided to
students individually and discreetly
§  This was followed by a detailed written narrative describing strengths, weaknesses and
ways to improve
§  Finally it was followed by a standard rubric (point-based with some details of feedback)
with the total points + percentage, leading to a letter grade
§  Questions to students about the 3-step method of assessment
FINDINGS:
§  Students appreciated the two former assessment methods but they were considered as
mere informal feedback
§  They still wanted the points (letter grade) because (to them) that is how their success in
the assignment is measured
§  Narratives were useful but it was clearly evident that the points superseded the ‘useful’
feedback
§  The verbal narrative was preferred over the written narrative
REFLECTIONS : PROBLEMS / CHALLENGES
§  The view that letter grades are the way to show assessment is a systemic problem;
from K-12 to higher education institutes, it has been used widely without other
alternatives
§  Menu-structure of curriculum and ‘one method to evaluate all’ approach is problematic
as it leaves no space highly individualistic learning styles and assessment of such
learning styles
§  Philosophical/paradigm shift is needed before individual classroom applications can
be used
§  Accreditation agencies also largely rely on letter grades and point-based rubrics
§  Future implications: I will be using more verbal and written narratives with points/letter
grades but with more emphasis and explanations of the narratives to students, hoping to
shift the mindset at least a little
§  Can be done only in small-size classes