November 12, 2015
I remember the days when getting an A was all that mattered to me. As a student, a grade was the ultimate vindication of my effort and intellect. As I matured, I became aware that I was more interested in what I was learning and less interested in the grade I received. Fast forwarding to my teaching years, my journey was complete because grades were the last thing I was concerned about. Instead, my focus became challenging the intellect of my students and stimulating their thinking. Somewhere along the line, I learned to use assessments (report cards, comments, and test scores), not simply as a “photograph” of them at one moment in time, but as “data” to paint a portrait of each student to capture the fullness of who they were.
In a recent study of how teachers use student data, 68% said they use it to identify the instructional needs of their students, 81% said they use data to track student performance, and 52% said they use it to personalize learning. Teachers in a progressive school such as MPA see comments, grades, assessments, and evaluation as a means to motivate and develop the whole child. Using a sports analogy, good coaches focus more on improving an athlete’s personal best rather than simply winning the race.
In a recent article I read about assessment, a distinction was made between performance and mastery orientation by teachers with respect to student learning. A performance orientation directs students’ attention to grades and achievement, and encourages them to compare themselves with others. Teachers who promote a performance orientation make most decisions for students, reward achievement relative to others, use rewards to control behavior, provide boring or repetitive tasks, and divert attention from learning to achievement.
In contrast, a mastery orientation is when students focus on developing new skills and improving their competence. Mastery is associated with self-regulation, increased effort, autonomy, and the belief that effort will lead to academic success. Teachers foster a mastery orientation when they focus on individual improvement, recognize and reward effort, evaluate students privately, involve students in decision-making, foster a student’s sense of responsibility and independence, provide meaningful and interesting learning activities and encourage students to set short-term, self-referenced goals.
Several years ago, MPA used the tagline, “Competition belongs in the board room, not the classroom.” I’ve heard many times, from parents, students, and alums, that MPA has a very supportive learning environment. I firmly believe this is because our teachers approach learning from a mastery orientation and use data to personalize learning for each student. At MPA, we take the time to know each student individually and, like artists, paint a portrait that is full of nuance and richness.
