So, thanks to a recent article in The Atlantic, we can add another item to our list of reasons that traditional grading practices don’t serve students well. From the article,
“The testing situation may underestimate girls’ abilities, but the classroom may underestimate boys’ abilities.”
The author, Enrico Gnaulati, goes on to describe situations in which schools are removing the work habits information from what they call “knowledge grades” to make them a better representation of mastery by students of all sexes.
Sounds familiar, huh?