Leaders in the field of education have long debated the impact of grades, standardized testing, and assessment. Why? Because they believe grades motivate students to perform better. However, recent research challenges this theory, suggesting that grades may actually diminish intrinsic motivation. A study from the Educational Psychology journal found that grading can reduce students’ interest in learning and foster a fear of failure, which ultimately hinders performance and creativity (Kohn, 2011).
In most American schools, a student’s work boils down to a single grade, summarizing their performance in a subject or across the school year. Many people ask, “Shouldn’t the best students be rewarded?” or “How else can we measure what a student has learned?” Yet, more educators are realizing that grades can be subjective and often demoralizing. A Stanford University study observed that 86% of high school students ranked grades as a primary source of stress (Challenge Success, 2019). Grades, whether an “A” or a “D,” can stifle motivation, limit potential, and disregard a student’s unique learning journey. Moreover, these scores serve as gatekeepers to colleges and careers, closing or opening doors based on arbitrary metrics.
The reality is that grades can overshadow a student’s intellectual growth and limit their potential. As writer Alfie Kohn states, “Grades tend to diminish students’ interest in what they’re learning. The more you think about grades, the less inclined you are to think about what they mean” (Kohn, 2011). Schools that adopt alternative assessment methods find that without the pressure of grades, students engage more deeply, take intellectual risks, and gain a genuine interest in their subjects.
Narrative Assessments and Portfolio-Based Evaluation
Many progressive schools, including Voyagers’ Community School (VCS), have replaced or supplemented grades with narrative reports and digital portfolios. In these settings, educators offer detailed evaluations of each student’s academic, social, and emotional growth. This model focuses on the whole child, removing the competition of traditional grades and allowing students to explore, reflect, and learn in meaningful ways.
Studies have shown that alternative assessments can have powerful positive impacts. For instance, a report by the George Lucas Educational Foundation found that schools using narrative and portfolio assessments reported higher levels of student engagement and motivation compared to traditional schools (Edutopia, 2020). At VCS, teachers work with students to co-create rubrics, self-assess, and justify their progress. High school students even debate their own grades, gaining a strong sense of ownership over their education.
Reassessing Teacher Roles in Progressive Schools
At VCS, teachers are not only facilitators but also active participants in their students’ learning journeys. Faculty continuously reflect on how they interpret and respond to students’ needs, making adjustments based on real-time observations. Research indicates that classrooms which focus on collaborative, student-centered learning have higher levels of academic success and social-emotional well-being (Education Week, 2018).
Teachers design flexible lesson plans that allow for exploration, critical thinking, and in-depth discussions. This hands-on, adaptive approach to teaching is challenging and demands continuous engagement and creativity. Yet, the rewards are clear: students feel empowered, connected, and motivated to take on new challenges.
Voyagers’ Commitment to Non-Traditional Assessment
At Voyagers’ Community School, teachers document student progress with narrative reports and digital portfolios. Until eighth grade, students receive qualitative feedback rather than grades, creating an environment free from the limitations of traditional assessment. According to the National Education Policy Center, students who receive narrative feedback rather than grades demonstrate greater self-confidence and persistence in learning (National Education Policy Center, 2022). For older students, who still receive narratives and maintain a digital portfolio, grading is collaborative, allowing high schoolers to contribute to their assessments actively.
In a classroom where learning is not bound by grades, students are encouraged to reflect deeply, think critically, and engage fully. Teachers and students engage in conversations about each other’s contributions, building an environment that values collaboration over competition. These students become lifelong learners who are motivated not by a letter on a paper but by their own curiosity and ambition.
References:
- Kohn, A. (2011). The Case Against Grades. Educational Psychology.
- Challenge Success. (2019). The Impact of Grades on Student Stress. Stanford University.
- Edutopia. (2020). How Portfolio-Based Assessments Increase Engagement. George Lucas Educational Foundation.
- Education Week. (2018). Student-Centered Learning in Progressive Schools: Benefits and Challenges.
- National Education Policy Center. (2022). Narrative Feedback and Student Motivation.