Essay challenges effectiveness of traditional letter grades in measuring student learning

A recent personal essay by a Voices of Change fellow examines the limitations of traditional letter grading systems in education. The author, reflecting on their own experience as an “A student,” questions whether grades accurately measure learning or support student growth.

The essay argues that letter grades are often subjective and do not provide meaningful feedback to students about what they have learned or where they need improvement. The author writes, "That’s because letter grades are antithetical to the actual process of learning. They’re highly subjective to the teachers and systems doling them out, and they don’t provide information on what a student has learned and where they need to go next."

Citing cognitive science research, the piece emphasizes that effective feedback should be specific and actionable rather than summarized in a single letter grade. "Feedback that is useful to learning has to be specific and actionable. Telling a student, 'You consistently support your claims with evidence, but you need to keep practicing varying your sentence structure,' is an example of feedback that supports learning," the author notes.

The essay also describes alternative evaluation models such as portfolio-based assessments and mastery-based systems. At Red Bridge School, for example, students earn “learning credits” by demonstrating specific skills rather than accumulating points from assignments or extra credit activities. According to the author, "Success is tied to demonstrating skills, not averaging assignments: Students earn learning credits when they show, for example, that they can fix run-ons or analyze data in a bar graph."

In this system, students know what skills they are working toward and can attempt them multiple times until mastery is achieved. The author observes: "Students can always try again: There shouldn’t be an expiration date on showing growth."

The essay concludes by encouraging educators and schools to adopt alternatives to traditional grading practices in order to better foster engagement and genuine skill development among students.