Grading papers: sticker, check, R

The papers I grade and return have one of three marks. A sticker on a test means the paper was perfect. A check mark means there were a few minor mistakes; the work is acceptable. An “R” means re-do, re-work, revise, and return it to me.

At the beginning of the year, I mark many papers “R” simply because they are incomplete. Have you ever had a student answer only multiple choice questions and skip the rest? Or write two sentences and declare an essay finished? Or write an entire page … on something only tangentially related to the topic? Not acceptable.

At first, students are aghast. “But, Miss, I did this already!” “Nah, no way, I am not doing this again!” “But, Miss, I don’t care! This is good enough!”

“Well, I do care. It is not good enough. Not good enough for me, and not good enough for you.” This argument crops up repeatedly in the first quarter. I use humor and hyperbole to make my point. “Look, let’s pretend I asked you to solve ‘2+2.’ And let’s pretend you wrote ‘5.’ Would you expect me to pat you on the head and move on? Of course not! It’s the same here. I expect you to learn this stuff. It is important. You can do it; I will help. You will do quality work. I will not let you give up. I will not let you fail.”

It takes a little time, but students do learn to complete work, making their best effort the first time.

Why this, why now?

In the beginning, I spent untold hours agonizing over grading policies, weighted categories, point values on tests, quizzes, homework. I was unhappy when students refused to work. I was unhappy when students would not take advantage of generous test re-take opportunities. I was unhappy when they failed. Wretch that I am, I was even unhappy when they succeeded! I resented it when students who “played school” well earned excellent grades .. when, in reality, they had not learned nearly enough.

After reading about “the rules” at Granite Middle School in Corbett, Wilson, and Williams’ book, Effort and Excellence in Urban Classrooms: Expecting – and Getting – Success with all Students (2002), I had my aha! moment. I knew this policy was something I needed to try. With permission from my gracious principal and stellar support from my inspiring assistant principal, I launched ABI grading in my classroom.

I am now half-way through my second year using ABI as teaching framework. I still love it. A little article summarizing my experience was published in Middle Ground, October 2008. (view with member access at: www.nmsa.org/Publications/MiddleGround/Articles/October2008/Article3/tabid/1757/Default.aspx) Since then, I have received a number of inquiries about this practice. In an effort to share my experiences further, as well as document for myself what works and what doesn’t, I am endeavoring to create my first blog.