Grading Controversy and It's Reactions

Today, education is facing a major controversy between the standard grading scale of 0-100%, including the inequity of an "F" grade taking that majority of the grading scale of 0-50%, and the new perspective of a 1-4 grading policy to identify true mastery of a state standard. The battle that districts are facing is how to create equitable grading practices for all students, while also changing the strict mindsets of veteran teachers and passionate parents. Within this controversy the main questions are focusing around how to create this equitable change for maximized student learning, and how to create the positive change for parent and teacher buy-in.

On Your Mark, by Thomas Guskey, describes the logistical challenges of a traditional, percentage grading scale versus a modified letter grading scale, and describes the outcomes these two systems have on successful student learning. The challenge digs deep into the accuracy of the two systems and how percentage grades are skewed in relation to students' actual understanding and mastery of a standard being assessed. The traditional grading system that has been in place for centuries is convoluted with extra credit, participation points, accountability expectations, and citizenship grades, which detours the basic, fundamental, principle of grading for students' understanding. In a grading system with only letter grades and zero percentages, students and teachers are able to focus on timely feedback and specific expectations of student learning outcomes.

Dr. Ann McCarty and Dr. Douglas Reeves, experts in Creative Leadership Solutions, describe grading reform and their success stories as they educate districts across the nation. Creative Leadership Solutions, breaks into the byproducts of Equity, Leadership, Instruction, and Feedback in Grading. The concept revolves around a 4 point scale for all assignments, which produces student accountability for their own learning. Graded assignments are limited to those that show true mastery of a single "Power Standard" that is developed by content teams or departments. Moreover, immediate feedback and growth opportunity for students is the primary learning tool to ensure understanding and mastery of the content (McCarty, 2022).

The controversy stems from tension in understanding a new system and changing the previous mindset from a traditional system to an unknown system (Guskey, 2015). Through years of very specific research on student psychology and teaching strategies, the new grading system is becoming more and more popular in school districts across the world. However, challenges in making these changes stem from teachers and the fear of time. Currently, teachers at Denair Unified School District who are living through this grading change, are holding onto the ideas and stress associated with recreating their grading rubrics, using their personal time to focus on timely feedback, and scrambling for preparation time to evaluate power standards. Yes, changing any system in which a person is comfortable will create unsettling emotions. However, in reflection for creating a new mindset focusing on how students are becoming accountable and successful in their learning, change is necessary. Educators live in a world where the primary focus is students' success, and it is important to remember we are here for the children, and "the children will always be waiting" (Metzger, 2022).