This was the general gist of a recent sit down I had with a school administrator when my grade distribution for the first semester looked very different from most other teachers. In my current school we use the International Baccalaureate (IB) grading levels, going from 7 as the highest grade to 1 at the lowest end. The administration noticed that my 'graph', as well as a few other teachers, looked quite different from 'the norm'. The vast majority of my 75-80 students were achieving a 6 or 7 with only a small number in the middle with a 3, 4 or 5 and no-one underneath that. To be fair to my school, the administration was not 'giving out' to me but rather they wanted to check in and understand why this was the case and find out whether my students were being adequately challenged.
Reading and acquiring in the deskless class I had never really looked or thought about my 'graphical distribution' of grades before. If the students achieve what is set out against the IB grading criteria, they then merit the high grades right?... but his question about 'are they all being adequately challenged' did make me stop and think. I went back and looked through some of the assessments I had set (presentations, story retells, writing out a story, reading comprehensions etc) and for each level I really do think these are challenging assignments. The "problem" (if that's what we can call it) is that the students are almost all really highly motivated, are engaged for 95-100% of the class time, only speak and listen to Spanish during every minute of every class and are all in a comprehensible input environment where we always seek 100% comprehension from each and every student before moving on.
I don't think it is 'me' in particular, but rather the comprehensible input methods I teach, which they have grown to love and cherish: storytelling, acting out parts of the book, movietalks, special person interviews etc. Is it so bad or so wrong that they are acquiring so much language so quickly that they are almost all acing every assessment they get? Is it not our goal to try and have highly motivated students as we know that will lead to achievement of their potential? Is it really my job to now go and set harder tests and evaluations so they don't all do so well, thus putting a lower number on some kids heads and demotivating them after all we have done to get this far together? I really hope not.
I don't think it is 'me' in particular, but rather the comprehensible input methods I teach, which they have grown to love and cherish: storytelling, acting out parts of the book, movietalks, special person interviews etc. Is it so bad or so wrong that they are acquiring so much language so quickly that they are almost all acing every assessment they get? Is it not our goal to try and have highly motivated students as we know that will lead to achievement of their potential? Is it really my job to now go and set harder tests and evaluations so they don't all do so well, thus putting a lower number on some kids heads and demotivating them after all we have done to get this far together? I really hope not.
Up and moving = increased engagement However, it does beg the question about maintaining sufficient challenge for each and every student. Of course, like in any class in the world, some students are faster processors than others, some need more repetitions of the structures and some don't. But I firmly believe in the Comprehensible Input mantra of 100% comprehension from all. Does this mean some students are bored? They never look bored. They never say they are bored in any feedback surveys. Quite the contrary in fact. So what is the problem if we are all learning, and learning so fast? What is the problem if they are all acquiring so much language that they ace all the assessments?
There is a cultural aspect to this too let's not forget. An 80% test score in an American school can mean a very different achievement level to an 80% score in a French or British school. The research is quite clear though, putting numbers on students heads, particularly low ones, demotivates much more than it motivates to improve. So why do we keep doing it? Why not just do away with grades altogether and just have comment only feedback for the first few years of secondary school (say up to age 15 or something). Is that really so radical?
There is a cultural aspect to this too let's not forget. An 80% test score in an American school can mean a very different achievement level to an 80% score in a French or British school. The research is quite clear though, putting numbers on students heads, particularly low ones, demotivates much more than it motivates to improve. So why do we keep doing it? Why not just do away with grades altogether and just have comment only feedback for the first few years of secondary school (say up to age 15 or something). Is that really so radical?
As other language teachers around the world, I really would love to hear your comments on this. How do you maintain motivation whilst still having sufficient challenge for the high achievers? Do your comprehensible input methods also result in a 'skewed grade distribution' and if so... does that not just mean that what we are doing is actually working?
And most importantly, should we not be celebrating the 'skewed' graph rather than trying to reset it?
And most importantly, should we not be celebrating the 'skewed' graph rather than trying to reset it?
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