Feedback and Grading: Alternative Grading

Alternative grading, also known as non-traditional grading, refers to a spectrum of assessment strategies designed to provide a more inclusive and comprehensive evaluation of student learning. This approach moves away from traditional letter grades and instead focuses on more formative, student-centered methods that aim to enhance learning and motivation. Methods such as pass/fail, contract grading, narrative evaluations, and standards-based grading are common examples. These methods emphasize mastery of content, providing continuous feedback, and allowing multiple opportunities to demonstrate understanding. The goal is to reduce the high stakes associated with conventional grading systems, decrease anxiety, and shift the focus from achieving grades to learning deeply and meaningfully.

In practice, alternative grading systems can lead to more meaningful student engagement, greater equity in education, and improved learning outcomes. For instance, standards-based grading assesses students on their proficiency in specific learning goals, thus providing clearer insights into their strengths and weaknesses. Contract grading, where students agree to fulfill certain criteria to achieve their desired grade, encourages responsibility and self-assessment. While implementing these approaches requires careful planning and may initially challenge traditional educational paradigms, the long-term benefits include fostering a learning environment where students are motivated to learn and innovate rather than merely perform for grades. As educational institutions increasingly seek to support diverse learning needs and prepare students for complex, real-world problems, alternative grading offers a promising pathway to transform educational assessment.

In their book Grading for Growth, Clark and Talbert (2023) identify four characteristics shared by alternative grading approaches:

1. Clearly defined standards: "Student work is evaluated using clearly defined and context-appropriate content standards for what constitutes acceptable evidence of learning."
2. Helpful feedback: "Students are given helpful, actionable feedback that the student can and should use to improve their learning."
3. Marks indicate progress: "Student work doesn't have to receive a mark, but if it does, the mark is a progress indicator toward meeting a standard and not an arbitrary number."
4. Reassessment without penalty: "Students can reassess work work without penalty, using the feedback they receive, until the standards are met or exceeded."

They place these "pillars" under the roof of feedback loops, a process they find central to successful alternative grading approaches: "Humans fundamentally learn through feedback loops, but traditional grading keeps students out of such loops. Instead, a students' grade should be the result of good-faith attempts, followed by feedback and opportunities to continue the feedback loop" (Clark & Talbert, 2003, p. 25).

To learn more about these pillars and the role of feedback loops in alternative grading, see Grading for Growth, available through the COD Library as an e-book.

References:

• Clark, D. & Talbert, R. (2023). Grading for Growth : A Guide to Alternative Grading Practices That Promote Authentic Learning and Student Engagement in Higher Education. Routledge.

Image Credit: The four pillars of alternative grading by Clark and Talbert (2022) is made available under a Creative Commons Attribution-ShareAlike 4.0 International license

Implementing alternative grading systems in the classroom can be a transformative shift, benefiting both student engagement and learning outcomes. Here are several strategies that faculty members can consider when adopting non-traditional grading methods:

• Define Clear Learning Objectives: Before implementing any alternative grading system, it's crucial to establish and communicate clear learning objectives. These objectives should define what students are expected to learn and be able to do by the end of the course. This clarity helps in aligning the grading system with educational goals.
• Use Standards-Based Grading (SBG): Transition to a grading system where students are evaluated against a consistent set of predefined standards rather than against each other. SBG focuses on demonstrating mastery of specific skills or concepts, providing more targeted feedback and opportunities for improvement.
• Incorporate Contract Grading: Allow students to have a voice in their assessment by utilizing contract grading. This method involves agreements between students and instructors about the expectations for specific grades, linking them to the completion of agreed-upon tasks and quality of work. This can empower students and encourage accountability.
• Provide Narrative Feedback: Replace or supplement traditional grades with detailed narrative feedback. This approach offers students specific insights into their strengths and areas for improvement without the pressure of a numerical or letter grade. It encourages reflective learning and self-assessment.
• Offer Multiple Assessment Opportunities: Allow students multiple attempts at assignments or tasks. This method supports the idea that learning is an ongoing process and helps reduce the anxiety and finality associated with single high-stakes tests.
• Implement a Portfolio Approach: Have students compile a portfolio of work throughout the course. This collection can demonstrate their progress and learning over time, offering a holistic view of their achievements and learning journey.
• Use Peer and Self-Assessment: Engage students in assessing their own work and that of their peers. This strategy can develop critical thinking and evaluative skills, fostering a deeper understanding of the subject matter and the criteria for good work.
• Experiment with Pass/Fail Grading: In some contexts, offering courses on a pass/fail basis can reduce stress and competition among students, focusing them more on learning than on competing for grades.
• Hold Reflective Conversations: Schedule one-on-one consultations or reflective conversations with students about their progress. This personalized approach can provide deeper insights into their learning processes and how they can improve.

Implementing these strategies requires thoughtful planning and a shift in mindset from both instructors and students. However, the transition can lead to a more engaging and supportive learning environment that prioritizes student growth and understanding over traditional metrics of success.