33 - An Interview with Dr. Thomas Guskey: A Journey through the History of Grading Reform Efforts
Feb 27, 2024
auto_awesome
Dr. Thomas Guskey, a pioneer in grading reform, shares his inspiring journey in education. He recounts studying under Dr. Benjamin Bloom and his early experiences with Mastery Learning. Guskey explores five decades of research on grading reform, emphasizing the subjective nature of grading and the importance of separating non-achievement factors. He discusses innovative grading practices in Ontario, highlighting the benefits of a comprehensive assessment system. The conversation encourages listeners to rethink grading's purpose and its impact on student success.
Dr. Thomas Guskey's experiences working with Benjamin Bloom shaped his focus on educational measurement, influencing his advocacy for grading reform.
The podcast highlights the significant impact of grading on student motivation, emphasizing the need for practices that enhance genuine learning over numeric goals.
Despite abundant research advocating for grading reform, entrenched practices and resistance to change within educational institutions continue to pose challenges.
Deep dives
Historical Overview of Grading Literature
The evolution of literature on grading from 1970 to the present is notable, beginning with only four major books, including the influential 'What'd You Get?' published in the early 1970s. Between 1990 and 2000, the number of new publications increased to seven, followed by a surge in 2000 to 2010, which saw 14 new books. The decade from 2010 to 2020 witnessed an explosive growth, culminating in 57 published works. This dramatic increase highlights a growing awareness and interest in alternative grading methods and their implications in education.
The Role of Grading in Student Success
Grading significantly impacts student motivation and perceptions of learning, as evidenced by anecdotes shared during the discussion. One poignant example involves a student calculating the minimum score needed to maintain an A, which illustrates how grades can detract from the actual learning experience. This situation underscores the need to reconsider grading practices to foster real engagement and understanding rather than merely fulfilling numeric goals. The conversation emphasizes that a shift towards understanding the purpose of grading could ultimately enhance students' educational experiences.
Teacher Experiences and Research Insights
Dr. Thomas Guske shared his journey into education and research, which began unexpectedly when he transitioned from engineering to teaching. His academic pursuits led him to work closely with Benjamin Bloom, whose influence shaped his focus on educational measurement and evaluation. Guske's collaborative work involved significant research into grading practices and the psychological aspects of learning. This foundation of empirical research has driven him to advocate for reforms aimed at improving schools by changing how educators approach grading.
Challenges and Progress in Grading Reform
Despite the wealth of research and literature suggesting the need for grading reform, tangible changes within school systems remain limited. Many institutions are entrenched in traditional grading methods, often using computerized systems that reinforce outdated practices. Even when schools attempt to implement reforms, the resistance from established norms and grading technology poses a considerable barrier. The discussion reflects a yearning for substantial systemic change to enhance student learning while highlighting the challenges educators face in managing this transition.
The Importance of Collaboration with Parents and Non-Academic Factors
Engaging parents in discussions about grading reforms is crucial for creating an environment supportive of educational changes. Understanding parents’ perspectives can mitigate resistance and foster collaboration between schools and families. Furthermore, there is a growing emphasis on separating non-academic factors, such as homework and class participation, from academic performance grades. By doing so, educators can provide a more accurate representation of student abilities, allowing for targeted support and an improved understanding of a child's overall performance.
We are so very excited to be joined this week by Dr. Thomas Guskey, one of the pioneers in the area of grading reform and a huge inspiration to so many of us in this community. Join us for this extremely fun episode where we talk with Dr. Guskey about studying with Dr. Benjamin Bloom (of Bloom's Taxonomy fame) and his early work with Mastery Learning in the Chicago Public Schools. We also explore the last five decades of research into grading reform efforts, and what it takes to get people to change their grading systems.
Links
Please note - any books linked here are likely Amazon Associates links. Clicking on them and purchasing through them helps support the show. Thanks for your support!
Recommended Books on Alternative Grading (Please note - any books linked here are likely Amazon Associates links. Purchasing through them helps support the show. Thanks for your support!):
The Grading Podcast publishes every week on Tuesday at 4 AM Pacific time, so be sure to subscribe and get notified of each new episode. You can follow us on Twitter, Facebook and Instagram - @thegradingpod. To leave us a comment, please go to our website: www.thegradingpod.com and leave a comment on this episode's page.
If you would like to be considered to be a guest on this show, please reach out using the Contact Us form on our website, www.thegradingpod.com.
All content of this podcast and website are solely the opinions of the hosts and guests and do not necessarily represent the views of California State University Los Angeles or the Los Angeles Unified School District.