Grading for Growth by
David Clark
My rating:
5 of 5 stars
David Clark and Robert Talbert's
Grading for Growth is a truly useful book for anyone designing a course, full stop. Even those who may wish to stick to traditional grading structures (or have to, due to mandates), can benefit from thinking about the four pillars (as defined by the authors) of alternative grading: 1) clearly defined standards, 2) helpful feedback, 3) marks indicate progress, 4) reassessment without penalty. The challenge comes in fighting the pre-conceived notions of what letter grades stand for and their import.
The book offers some background on alternative grading: SBG (standards-based grading), specifications (specs) grading, and ungrading, although SBG gets pride of place in the authors' own assessment strategies. Because of this, sometimes it can be a bit blurry when they are talking "standards" as a pillar, or SBG as a specific system--especially later in the book. Chapter 5 does address standards-based grading quite specifically, and chapter 6 is devoted to specs grading, so the frameworks are fairly clear, but those new to these systems might benefit from additional reading, such as Linda B. Nilson's
Specifications Grading.
The most significant part of the book (for me) was the Chapter 11 Workbook. I'm reminded of a wonderful professor I had for Macroeconomics in college. I was on the verge of failing her class--a first for me, and I came to her office in tears, one or two days before the final exam. She wrote out a schedule for my next 24 hours, specified exactly which carrel in the library I was going to sit in, when I would be taking breaks, eating, and sleeping. That list held my hand through studying for this final exam I thought I would surely fail. I didn't fail, and I passed the class with a very low grade, but I passed. What does this have to do with Chapter 11?
Well, it is truly a step-by-step guide to course design. It says it is a workbook for alternative grading, and certainly that is the focus, but the process the authors lead us through is a beautiful example of backward design. Now many teachers I know (myself included) always think that our learning outcomes are tied to our assignments, but I fully admit that my intentionality in making sure that's the case hasn't always been optimal. Administrative mandates about "phrasing" rather than helping faculty make the connections between outcomes and assessments haven't always helped either. About two years ago, I started numbering my course's learning outcomes and placing that number next to the various assignments. This was just something that made sense to me as I started to feel like LOs were becoming frivolous rhetoric--at least for the students. I didn't know that I was starting the process that undergirds alternative grading. Each of the 9 steps is clearly explained, with a time estimate for each step, as well as a continuous case study featuring "Professor Alice" and her "First Year Seminar" course that you review before working with your own course. Again, some of what's included might seem like basic common sense, but I suspect many instructors skip some steps here and there, and I know that I've certainly come up with coping strategies when I've not thought something through as well as I might. Steps 1-8 are doable in an entire day (and that's suggested), but I found it more effective (given my cognitive load preferences) to spread it out over several days, which allowed me to be fresh. The authors stress that one shouldn't spend TOO much time because essentially everything is fundamentally a draft. Most helpful to me were Step 3: Make A Prototype of the Marking Methods and What the A and C (D in my case) represent and Step 5: Build one Assessment and rehearse the Feedback Loop. Given my time constraints and the way I tend to think, I did sort of mush steps 6-8 together a bit, but perhaps those more disciplined can compartmentalize better. Whether one is designing a brand new course (which I think added to my inability to isolate those latter steps) or redesigning an existing one, this chapter is invaluable.
Chapter 12, "How to Do it," is also very useful, taking us out of the grade book and into reality, and reminding us of the big picture, e.g. building trust and promoting buy-in. The book can be used somewhat piecemeal, I suppose, although I think there is much to be gained by reading the chapters on large classes and lab classes, even if those scenarios are not directly applicable to one's own courses.
The authors, who have an absolutely terrific Substack of the same name (
Grading for Growth), are humble and intentional. There is no smug grandstanding, or hyperbolic claims. Well-balanced in theory and practical advice, the book is one of the best I've read about teaching (in general). It models the collegiality that should be encouraging instructors to invest intentionally in their course assessment. While the authors don't specifically address UDL (Universal Design for Learning), the four pillars certainly intersect with the concept of building "expert learners" (old UDL guidelines), and "learner agency" (UDL 3.0 guidelines). Iterative work and feedback loops are at the heart of it all, and the spirit of the book is in keeping with the "plus-one" approach in Tobin/Behling's
Reach Everyone, Teach Everyone (West Virginia University Press, 2018). If you are a teacher who has been feeling a bit "meh" about your courses, read this book. You'll find something to take with you. And do you yourself a favor, start reading it a month prior to your course (or at least get to Chapter 11). Learn from my mistakes.
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