The Paideia Program-Part III - Ch. 16- A Note on Grading & the Paradox of Present Practice

Well, Dr. Adler definitely chose a "touchy" subject to end this book. By touchy, I mean that their are so many different opinions that exist when it comes to grading in the school systems. There are different opinions from teachers that teach in classrooms next to each other in the same school building. However, they are forced to grade the same way. Why? "Because that's the way it's always been done in the past..."

Grades are a very important part of our educational system, however, the bottom line question is this: "Do they really matter?" In this author's opinion, the answer is a quick, fast, and LOUD, NO!!! If it were up to me, I would do away with a grading system. The best contract that I have ever seen for a grading system is that used by Professor Ralph Brockett. This is one, in which the students (at the beginning of the semester) fill out a "Learning Contract." In this learning contract, the students are given a list of "activities" that are "relative" to the course for the semester. "Relative" is the key word in this statement, nothing unexpected, nothing to spend extra time on, which will be of no use to your future education or employment. In other words, everything that you do in his courses for the semester, will be of value! There are other "requirements" that he has listed, i.e. "readings," "activities," etc. However, from DAY ONE, his students know what is expected of them in order to do well in his courses, to learn.

The reason that I mention Dr. Brockett's courses (are not to gain points on this assignment) are because the "learning" is central to everything in the course, when he is grading. This is similar to what Adler describes in Chapter Sixteen. There are so many phrases that I could have pulled out of this chapter that I find key to the proper way a facilitator of learning should, well, facilitate; however, I have selected only a few. These statements are as listed:

• "The first kind of learning (acquisition of information and knowledge), aided by didactic teaching with teachers talking occupies more than 75 percent of classroom time in elementary and secondary schools, and in our colleges as well. The second kind of learning (development of skills) is aided by coaching, which has dwindled to a bare minimum in most of our schools and colleges. The third kind (increase of understanding) is aided by Socratic questioning. This is almost totally absent from most of our schools and colleges; when present, its presence, is peripheral and slight" (Adler, 1984)(p.180).
• The paradox in the situation lies in the fact that the first kind of learning is the least durable of all three. The information and knowledge acquired in order to pass tests and examinations is highly transient and evanescent... Skills developed, being habits, not verbal memories, are much more durable than verbally memorized information or knowledge. Yet in our score-keeping we place less emphasis on our measurement of these accomplishments. It is well known that habits are durable only on condition that they are continually exercised. Not exercised at all, they atrophy. Exercised infrequently, they weaken. That is why language skills are the most durable in all students. Mathematical skills are durable only for those whose professions or occupations require them to use these skills regularly.
• We come finally to increased understanding. Of all three kinds of learning, this is the most durable. More than that, it is also unconditionally durable. Unlike verbal memories, something understood does not need to be exercised in order to be retained. This, then is the kind of learning that lasts for a lifetime and is of the greatest importance in the use of our minds and the conduct of our lives. Yet in our educational score-keeping we hardly measure it at all" (Adler, 1984)(p.181-182).