During the summer of 2021, I delved into Sarah M. Zerwin’s enlightening book titled Pointless: An English Teacher’s Guide to More Meaningful Grading. Although I had come across some controversies surrounding her presentations, I remained open-minded and proceeded to explore the text to evaluate the potential incorporation of her ideas. As an educator, the book deeply resonated with me, speaking to the very essence of my teaching aspirations. Within its pages, I unearthed a refreshing perspective that emphasized shifting students’ focus from a mere numerical grade to genuine learning. It prompted me to reflect on those students who often settle for the bare minimum to pass a class, subscribing to the notion that “Ds get diplomas.” The prevalent influence of such beliefs within our education systems is a topic worth exploring further, albeit in a separate blog post on another occasion.

To foster a focus on learning rather than a GPA, it is crucial for students to set explicit learning goals. In developing my approach, I drew inspiration from various online sources, including Sarah M. Zerwin’s blog and other blogs like TG2 (if you recognize any content as your own or that of a colleague, kindly inform me for proper attribution). For each goal, I created or adapted a proficiency scale, enabling both my students and me to monitor progress effectively. Additionally, I provided descriptors outlining the expected actions for students and what I would anticipate from them.

Throughout the academic year, I established three core goals that I expected all my students to work on: fostering a positive community, cultivating successful student habits, and engaging in effective self-reflection. Furthermore, I allowed students to select three additional goals to pursue during the semester, permitting them to modify their goals at the semester break or whenever they felt they had achieved mastery. To facilitate goal tracking, I equipped students with a goal chart featuring links to the proficiency scales, a digital notebook dedicated to monitoring progress, a gradebook check chart, and various other tools.

In the previous year, I experimented with having students evaluate their learning and goal progress every Friday. It was my initial foray into adopting a pointless grading approach, and while it was not flawless, I did experience some successes. This year, I have allocated dedicated time at the start of each Friday session to allow students the opportunity to assess their learning. Additionally, I have assigned Wednesday and Thursday as homework days, enabling students to gather evidence, collect artifacts, and reflect on their progress before the Friday class. Whether this plan unfolds as intended remains to be seen, and I intend to elaborate further on this system in future blog posts.

Below, I have included a link to the digital notebook which contains links to my Learning Goals Chart. I tailored the notebook for sophomore students in high school but it can be adjusted for any grade level, as well as the digital notebook. I instruct students to work through the initial section on goal-setting and metacognition before establishing their own goals. It is essential to provide students, particularly those in high school, with a clear understanding of the purpose behind an activity before they fully engage in the process.

Afterward, I guide them through the first three goals collectively as a class, encouraging table partners to work together to establish expectations and allowing students the space to determine one aspect of each goal. Collaborative discussions aid in clarifying their thoughts. Once they complete the goal-related activities, they add them to their notebooks.

On the following day, I instruct them to choose three learning goals from the remaining list. I encourage them to find a fellow student working on the same goal to facilitate idea exchange as they work. However, I respect that not all students may be willing to participate in this aspect, and I do not enforce it. Given that we walked through the process the previous day, they are familiar with the required steps. After completing the work for one goal, they move on to the next, finding another student with the same goal (or sticking with the same partner if their goals align once more). They repeat this process until all three goals are accomplished and added to their goal tracking notebooks.

To estimate how much time this process takes, I have a little more than daily 50 minute blocks; this activity takes about two days. Personally, I like to do this toward the end of the first week of school. On the following Monday, I will ask students to review their goals during our bell work time and write a few sentences about what they plan to do this week to achieve progress toward those goals. On that Friday, we will walk through goal tracking together. It takes a bit more time the first time students do this, but once they understand what to do and how to do it, they get faster as the year progresses.

I have much to add to this topic and plan to add more to my blog throughout the coming year. I will add documents and more as I go that you are free to adapt for your own classrooms. I will also explain what I do in the gradebook in the coming weeks. Until then, I encourage you to pick up a copy of Zerwin’s book, explore blogs, and read other teacher’s experiences with pointless grading.

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