This is the fourth in a series of posts devoted to sharing my experiences in a Standards Based Grading classroom. Each is focused on one ‘fix’ for broken grades From Ken O’Connor’s book A Repair Kit for Grading – 15 Fixes for Broken Grades. (O’Connor, 2011)
Fix 6: Don’t include group scores in grades; use only individual achievement evidence.
As you read this series, you may notice that we have fast forwarded from Fix 3 to Fix 6. As I provide some perspective through these posts, this is the next natural progression for me. Feel free to go back in the book to read about and reflect on fix 4 (academic dishonesty – something I have previously addressed in this post), and fix 5 (attendance).
Collaborative work is clearly important for students to experience and practice throughout their formative years. There are very few careers for adults that are completely solitary. The need to work together with others effectively is a skill to be developed and taken forward. To accomplish this, teachers must provide opportunities for kids to work as teams in a variety of situations. They must work with a variety of personalities and be given guidance on how to handle disagreement when it inevitably occurs.
But should these experiences count as a grade? No. We cannot accurately determine how much each person contributed to the process and product created by the group. Often I get the comment ‘Standards Based Grading means we can’t do group work.’ Obviously I feel this is false, it should simply not be used in an academic grade. Individual evidence from students is necessary to precisely determine proficiency levels in a meaningful way.
The other effect of grading group work is that it changes the dynamic of the team immensely. The collaborative environment is transformed into a competitive one. Some students take over the process because they don’t want anyone else playing a part in the grade that is assigned. Some hide because their proficiency levels may be lower, figuring that others will give them a better chance at a good grade. Some don’t contribute as much because they don’t have a dominate personality and are scared that their ideas will get shot down when the experience is high stakes.
In my career as a student, group work felt much like this:
Personally, I was the one who did 99% of the work because if my name was going on it, I was not leaving the quality of the work to anyone else. So, how do we fix it? Remove group marks from the grading process and use them as a formative activity. Give feedback to students about their work and explain how active participation in teams will advance their individual learning journey.