School without grades: «We know where our daughter stands»
At school, our daughter no longer receives numbers as feedback on tests or other proof of performance, but a verbal assessment such as «fulfilled», «not yet fulfilled» or «exceeded». The grade report at the end of the school year still exists - what it says is based on the written assessments mentioned above, but also on progress discussions between the teacher and the child.
I have the impression that this bilateral exchange now takes place more frequently. I think that's good, as is the fact that pupils are regularly encouraged to assess themselves. This critical examination of themselves is important because it shows young people where they can exert influence and improve things, but also trains them to realise their abilities and find words for them.
We know where our daughter stands at school.
I think it's good that the school is focussing more on personal strengths today. Personally, I remember it more as wanting to remedy deficits. The range of instruments for demonstrating what has been learnt has also become broader: Notes are one of many. Today, other factors are just as important: participation in lessons, project work, presentations, learning dossiers. The dialogue with the teacher also has a different quality. I imagine that school is more interesting today than it used to be.
Nevertheless, we parents discuss grade-free lessons controversially: the higher the school level, the stronger the reservations. Personally, I don't have the impression that we don't know where our daughter stands at school without grades. Thanks to the written assessments and the feedback from her progress interviews, we are well informed. However, I believe that some young people lack the opportunity to compare their performance quickly and easily. My daughter also wonders whether a «good» is good enough to transfer to grammar school. Of course, they convert these predicates into grades. One example: What does «exceeded» mean - is it the equivalent of a five and a half or an F? This uncertainty can create stress, which counteracts the goal of not using grades: more relaxed learning.
The grade-free model at our school is unlikely to bring any ground-breaking changes. After all, we still evaluate, and if school grades are subjectively coloured, they are also word evaluations. Nevertheless, I think it's good that the decision has been made to move in the direction of differentiated feedback that is not based solely on numbers, but also includes a variety of observations.
