To Grade or Not to Grade…Is that the Question?

I recently read a fabulous article by a middle school principal who is asking very important questions about what grading should look like.  Make sure you read the entire article!  I had originally planned to write my own two cents, but then the title of this post popped into my head.  I started to think, could I actually take Hamlet’s soliloquy and create a monologue of my own about grading?  So without further ado….

“To Grade Or Not To Grade”: Based on Hamlet, Act 3 Scene 1

To grade, or not to grade: that is the question:
Whether ’tis nobler in the mind to suffer
The slings and arrows of outrageous assignments,
Or to take arms against a sea of percentages,
And by opposing end them? To grade: to rank;
No more; and by a rank to say we favor
The brown-nosing and the thousand plagiarized words
That students are heir to, ’tis not a consummation
Devoutly to be wish’d. To grade, to quantify;
To measure: perchance to learn: ay, there’s the rub;
For in the quantification of grades what learning can be measured
When we have marked the book with but a single letter,
Must give us pause: there’s the respect
That makes calamity of so long an education;
For who would bear the scorns of measuring mastery,
The staggering standards, the proud parents’ aspirations,
The pangs of planning differentiated instruction, the law’s delay,
The insolence of office and standardized testing
That overturns our plot for individualized pacing,
When teacher might find it easier to mark
With a simple letter grade? who would bear the risk,
To grunt and sweat under weary planning,
But that the dread of no quantifiable data,
The undiscover’d country from which it is believed that
No student passes, puzzles the will
And makes us rather bear what makes us comfortable
Than to risk a change of which we have no guarantee?
Thus holding fast to gradebooks makes cowards of us all;
And thus our natural desire to do what’s best for children
becomes weak with over thinking
Mastery should be considered but gets misdirected

and stops being the purpose of a grade at all.