Repost: Rigor
A look back at one of our earliest posts, on a critical topic
The Grading for Growth blog just passed its 2nd anniversary! Our first post was in July of 2021. We’ve grown from no readers at all back then, to over 3000 subscribers now reading our weekly posts.
That means that the vast majority of our readers have probably never seen our first few posts. So today, I’d like to highlight an early post from September 2021, back when our blog had about 10% of its current readers.
This post is about a word that infuses academia: Rigor. It was inspired by a particularly infuriating article that I’d just read, but also by conversations that constantly happen around grading and assessment. You can read it here:
We’ll pick up again with new posts soon. Until then, enjoy reading about what rigor is, what it isn’t, and why I (still) think it has no place in our discussions of teaching.
Thank you for expressing so eloquently something I've been thinking/arguing for years. I'm a high school math teacher and I struggle with our traditional grading system every year. Lately I have been trying to express to my colleagues my gripe with grading in this one-and-done approach and how unfair it is to students who simply need more time to deepen their understanding of functions or proofs or (insert any major math concept here). It always feels so unjust and definitive. I also feel like a complete hypocrite when I tell my students that 'Grades do not define you', and then turn around and do exactly that.
This school year I'm taking a step in the right direction by implementing rich feedback, reflection, revision and retake in my classes. I anticipate some pushback from many teachers, parents, even students who are more used to traditional grading. But someone needs to start making waves. So why not let it be me?
Wish me luck!