Effort Grades

 

There is much argument in educational circles about using effort and participation grades and whether they should be included as part of a student's academic grade.

When evaluating my thoughts on this debate, I had to consider what the current goal of our educational system is.  Stiggins (2018) describes a shift of educational priorities focusing on lifelong learners who can become employable members of society.  Our job is no longer just to teach academics to our students but to create students who value the intrinsic value of learning and can become contributing members of society.

When students are rewarded for effort and participation alongside academic performance, they show an increased interest in learning (Schinske & Tanner, 2014). This increase in behaviors makes students more likely to improve their performance (University of Kansas, n.d.) and increase their intrinsic motivation (Shindler, 2009).  As educators, we need to empower the whole child to be successful.  But by acknowledging achievements of effort and performance, we actually assist in creating a forward momentum of academic achievement.

By emphasizing both behavioral and academic achievement, we can help facilitate the intrinsic value of real-world learning and application as students learn valuable skills to prepare for future employment (McBain, 2019). Students learn to effectively listen and communicate with one another during class discussions and increase their critical thinking skills. Teachers help students develop these lifelong skills within an authentic context rather than in isolation (Carter, n.d.), preparing them for the workforce (McConnell et al., 2013). 

Effort and participation grades might also enhance those students who receive accommodations and modifications. Students with 504 or Individualized Education Plans have a documented disability. Accommodations and modifications are put into place to ensure equal access to education (Georgia Department of Education, 2018; U.S. Department of Education, n.d.) to ensure they can achieve academic success. Meeting the same academic standards as their general education peers might not be possible for these students. By providing grades based on participation and effort, these students can meet their personalized educational goals and increase their self-efficacy and willingness to strive for academic achievement (McBain, 2019).

Georgia Department of Education (2018, August). Section 504 of the Rehabilitation Act of 1973. https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Student-Support-Teams/Documents/GaDOESection504Guidance.pdf

McBain, N. (2019, October 21). In-class participation: To grade or not to grade. University of Calgary. https://taylorinstitute.ucalgary.ca/news/class-participation-grade-or-not-grade

McConnell, A. E., Martin, J. E., Juan, C. Y., Hennessey, M. N., Terry, R. A., el-Kazimi, N. A., Pannells, T. C., & Willis, D. M. (2013). Identifying Nonacademic Behaviors Associated With Post-School Employment and Education. Career Development and Transition for Exceptional Individuals, 36(3), 174–187. https://doi.org/10.1177/2165143412468147

Schinske J, &Tanner K.(2014). Teaching more by grading less (or differently). CBE Life Science Education, 3(2):159-66. https://doi: 10.1187/cbe.cbe-14-03-0054

Shindler, J.V. (2009). Transformative classroom management: positive strategies to engage all students and promote a psychology of success. Jossey-Bass.

Stiggins, R. (2018). Assessment manifesto: A call for the development of balanced assessment systems. https://famemichigan.org/wp-content/uploads/2018/06/Stiggins-Assessment-Manifesto-A-Call-for-the-Development-of-Balanced-Assessment-Systems.pdf

University of Kansas (n.d.). Basing part of grade on student effort. Special Connections. https://specialconnections.ku.edu/assessment/grading/teacher_tools/basing_part_of_grade_on_students_effort

U.S. Department of Education (n.d.). Topics. IDEA. https://sites.ed.gov/idea/topic-areas/#IEP


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