"Life rewards effort, even if the results don't always show up." Matthew J. Blazek. The Use of Grades as Punishment vs. the Use of Grades as a record of Resubmitting and Deeper Learning

Matthew Blazek, a teacher in Maryland, has the following comments about the use of grades as punishment:

1.  There is a debate in my district about making an F at least 50% for one quarter. The 0-59 is the most ridiculous system possible. It means there is more variation in a single grade (F) than all other grades combined. In addition to not accounting for bad weeks or months, that we all have, and punishing people for that- potentially doubly as it was already a hard time. Plus, learning to correct mistakes should be a core value of education.

2, "Life rewards effort, even if the results don't always show up."  -- Matthew J. Blazek.   mjblazek@gmail.com 

These comments come as a reply to my question:  "Is there value in allowing students to resubmit work to show deeper learning -- and therefore allow the teacher to raise the grade given earlier?"

HERE ARE SOME REFERENCES

1.  The Value of Mistakes: Should It Matter How Long A Student Takes To Learn? | InformED
https://www.opencolleges.edu.au/informed/features/the-value-of-mistakes-should-it-matter-how-long-a-student-take-to-learn/

QUOTE

Taking time to engage in mistakes actually allows students to move to a deeper level of understanding.  We can argue that this type of in depth learning influences their entire life, rather than knowing “just enough” to pass a course.  One may question why more teachers don’t incorporate this approach?  Well, it is counterintuitive.  Mistakes are costly in terms of time.  And time is limited in classrooms.  

•  Every person will learn differently and perhaps focus on different parts of a topic.  If we see learning this way, allowing mistakes seems more logical.  For example, I just talked to my daughter’s first grade teacher about her reading skills.  She is currently reading on the middle of the continuum-she may very well progress to level 2 or stay at her current level.  Whatever her reading level is at the end of the year it is okay as long as she is challenged, because she has already mastered the basic skills of reading.  There is no “set” level she must achieve each month.  Learning is based on her individual progress.  A continuum allows room for errors.

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2.  How come schools assign grades of A, B, C, D, and F—but not E?

https://slate.com/news-and-politics/2010/08/how-come-schools-assign-grades-of-a-b-c-d-and-f-but-not-e.html

 QUOTE FROM ARTICLE  with emphasis in red

Grading of any sort is a relatively modern innovation. Yale may have been the first university in the United States to issue grades, with students in 1785 receiving the Latin equivalents of best, worse, and worst. Prior to that time, U.S. colleges employed the Oxford and Cambridge model, in which students attended regular lectures and engaged in a weekly colloquy with their proctor, in writing and in person. The students were determined to have completed the course when the proctor, and sometimes a panel of other professors, decided they had demonstrated an adequate mastery of the subject. There was no grade. The only way for a potential employer to compare students’ credentials was on the basis of letters of recommendation.

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3.   Grading Systems - SCHOOL, HIGHER EDUCATION - Students, Grades, Teachers, and Learning - StateUniversity.com

http://education.stateuniversity.com/pages/2017/Grading-Systems.html

QUOTE

Grading and reporting are not essential to the instructional process. Teachers do not need grades or reporting forms to teach well, and students can and do learn many things well without them. It must be recognized, therefore, that the primary purpose of grading and reporting is other than facilitation of teaching or learning.

At the same time, significant evidence shows that regularly checking on students' learning progress is an essential aspect of successful teaching–but checking is different from grading. Checking implies finding out how students are doing, what they have learned well, what problems or difficulties they might be experiencing, and what corrective measures may be necessary. The process is primarily a diagnostic and prescriptive interaction between teachers and students. Grading and reporting, however, typically involve judgment of the adequacy of students' performance at a particular point in time. As such, it is primarily evaluative and descriptive.

Read more: Grading Systems - SCHOOL, HIGHER EDUCATION - Students, Grades, Teachers, and Learning - StateUniversity.com http://education.stateuniversity.com/pages/2017/Grading-Systems.html#ixzz5ftw5dUn0

QUOTE

Grades have some value as rewards, but no value as punishments. Although educators would undoubtedly prefer that motivation to learn be entirely intrinsic, the existence of grades and other reporting methods are important factors in determining how much effort students put forth. Most students view high grades as positive recognition of their success, and some work hard to avoid the consequences of low grades.

At the same time, no studies support the use of low grades or marks as punishments. Instead of prompting greater effort, low grades usually cause students to withdraw from learning. To protect their self-image, many regard the low grade as irrelevant and meaningless. Other students may blame themselves for the low mark, but feel helpless to improve. Grading and reporting should always be done in reference to learning criteria, never "on the curve."

Read more: Grading Systems - SCHOOL, HIGHER EDUCATION - Students, Grades, Teachers, and Learning - StateUniversity.com http://education.stateuniversity.com/pages/2017/Grading-Systems.html#ixzz5ftwIYkUD

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COMMENT

These three references point to the value of allowing students to make mistakes and do something to learn from the mistakes.   The grading system can reward students for re-doing and re-submitting work.