Rethinking Grades for Sustainable Learning

Abstract

Many students manage their learning processes on the basis of one measure of achievement: the grades they receive on assignments. While these represent current levels of performance, lifelong learning requires that students manage their learning and the quality of their experience as well as performance. This article summarizes the dangers involved in using a singular measure of achievement, and reports on a teaching innovation that encourages students to assess their own learning and experience prior to receiving back graded work. The innovation was successful in allowing students who valued learning to take a holistic view of their achievements.