Intermediate and Middle School Report Card Pilot

Project Why the change?

The Findings

1. Grades tend to reduce students’ interest in the learning itself.  One of the most well-researched findings in the field of motivational psychology is that the more people are rewarded for doing something, the more they tend to lose interest in whatever they had to do to get the reward (Kohn, 1993). 

2. Grades tend to reduce students’ preference for challenging tasks. Students of all ages who have been led to concentrate on getting a good grade are likely to pick the easiest possible assignment if given a choice (Harter, 1978; Harter and Guzman, 1986; Kage, 1991; Milton et al., 1986).

3. Grades tend to reduce the quality of students’ thinking.  Given that students may lose interest in what they’re learning as a result of grades, it makes sense that they’re also apt to think less deeply. (Butler, 1987; Butler, 1988; Butler and Nisan, 1986).

The Findings Continued

4. Grades aren’t valid, reliable, or objective.  A “B” in English says nothing about what a student can do, what she understands, where she needs help.  Moreover, the basis for that grade is as subjective as the result is uninformative. (Kirschenbaum et al., 1971) 

5. Grades distort the curriculum. A school’s use of letter or number grades  may encourage a fact based approach to instruction because that sort of learning is easier to score (Kohn, 1993). 

6. Grades encourage cheating.  Researchers have found that the more students are led to focus on getting good grades, the more likely they are to cheat, even if they themselves regard cheating as wrong (Anderman et al., 1998; Milton et al., 1986).

7. Grades spoil teachers’ relationships with students. In the eyes of the child, letter grades are a reflection of whether a teacher likes or dislikes them. It also dishonors the respect that teachers give to every learner that they are worthy and are following their own developmentally appropriate path.

And Even More Findings

8. Grades spoil students’ relationships with each other.  The quality of students’ thinking has been shown to depend partly on the extent to which they are permitted to learn cooperatively   Thus, the ill feelings, suspicion, and resentment generated by grades aren’t just disagreeable in their own right; they interfere with learning. (Johnson and Johnson, 1989; Kohn, 1992).

When kids are ranked, this sending the message that the point isn’t to learn, or even to perform well, but to defeat others. 

Some students might be motivated to improve their class rank, but that is completely different from being motivated to understand ideas. 

Wise educators realize that it doesn’t matter how motivated students are; what matters is how students are motivated.  It is the type of motivation that counts, not the amount. (Kohn 1999).

9. A letter grade is a badge of a child’s worthiness. (consider the example)

The Counter ArgumentsWe must get students used to letter grades to prepare them for high school.

So that they can ask “Do we have to know this?” or “What do I have to do to get an A?”

They need letter grades to get into special programs of choice.Programs of choice put more emphasis on work habits than letter grades. An informative report will increase your child’s chances.

Grades get students to show up on time, hand in their work, and do what they’re told.

Is mindless compliance really our goal? 

Letter grades are the only clear window parents have into their students performance.

Alternative reports can provide more useful information and help their children become more excited learners.

Letter grades are needed to transfer into High School.At the present time this is true and letter grades will be generated and provided to the High School.

How will students do in High School?

When asked how they have adjusted compared to their peers, former student says:

“I do feel we were very well prepared for high school, the workload increased but we were given the skill sets to handle it efficiently. Also, an advantage that helped us settle in is out ability to work independently and problem solve on our own with no guidance; a skill many of our peers lack. Being in the Montessori environment was a great place to be so we could be prepared for high school because we also learned how to work with people of any learning level due to the mixed grades and I have found that skill to be very useful!” – Priya Puri

A parent’s perspective:

I can't believe the difference in study habits and learning skill she has coming out of the Montessori program, from many of the other kids that did not come out of this program.  She knows how to plan a way to attack a project; she can manage her time and plan for due date and she is willing to take on all the challenges given to her in any of her classroom environments.  Jamie told me she attributes these skills to being a Marlin.  Those are her words, not mine.  Even Jamie can see the difference in 'study habit's' she has learned versus many of the other kids.  Anyway, I wanted to make sure you and your team knew what a difference you are making!!!

The New Report

- focus is on skills that lead to success

- tracks growth over the year

- continues to inform about individual subjects and learning outcomes

- highlights particular skills important to the Montessori student and in life (collaboration, self motivation, goal setting, self reflection, and independence)

What About Assessment?

No letter grades does not mean no assessment.

- Assessment will continue as always using provincially mandated performance standards.

- Assessment will be more informative and qualitative, rather than quantitative.

- Students will continue to self-assess which leads to greater ownership of their learning.

The Process

Term one:

1. student self-assessment - October

2. formal student teacher meeting - October

3. student-led conference - November

4. summative term end report - December

Term two:

5. student self-assessment - Feb/March

6. formal student teacher meeting - Feb/March

7. student-led conference/learning showcase - March

8. summative term end report - March

Term Three:

9. student self-assessment - May

10.formal student teacher meeting – May

11. learning showcase/portfolio home - May

12.summative term end report - June

Ongoing:

Teacher - student conferences, formative assessment

Parent- teacher meetings can be arranged throughout

the year as needed.

A Note From the Montessori Foundation

Traditionally, Montessori schools communicate with parents and future schools about children's progress through written narrative reports and portfolios of children's work, complemented by parent-teacher-student conferences during the school year. Giving children comparative letter or numerical grades violates the basic principle of good Montessori practice. (Tim Seldin 2010)

A Note From Maria Montessori

If an “A” is the prize, what would Montessori say about that?

“The prize and punishment are incentives toward unnatural or forced effort, and, therefore we certainly cannot speak of the natural development of the child in connection with them”... They are “the instrument of slavery for the spirit.” (Montessori Method, 1912, p. 21)

Any Questions?