Communicating Feedback to Parents: One of My Challenges with Eliminating Grades

When I made the decision to move to feedback only, with a grade determined in collaboration with students at the end of each quarter, I had to figure out the best way to keep parents informed and updated on the progress of their kids. In our reading workshop, this has proven to be fairly simple. When it comes to students’ letter-essays and the paragraphs they write to prepare for our roundtable discussions, all the feedback they get is in writing. As I go through and type that feedback up, I add a shortened version of it to my notes, and then, using the idea I got from Joy Kirr, I copy and paste this into our online gradebook where parents can see it.

The more challenging class to keep parents informed has been our writing workshop. Here, most of the feedback students receive is given orally, in person during our daily writing conferences. This quarter, when we completed a genre study of memoir, I used our online gradebook to list all the different steps students might complete in the process of writing their memoir, and I filled each one in as students completed it. This lets parents know what their kids have completed, but it doesn’t provide them with much information in terms of how their kids are doing. At the end of the quarter, they will get a detailed report on their student through the teacher-evaluation form I’ll fill out, but still, I want to provide more information during the quarter.

I still have some more thinking to do about this, but one of my current ideas is, every two or three weeks, to enter an update where I list one or two things each student has been working on as a writer during the previous couple weeks, something we’ve talked about in a conference or something the student has been focusing on doing. I would love to provide more information each week or two, but I know I don’t have the time to provide detailed updates to parents every couple weeks. I think this idea is doable, though, and it at least lets parents know of the main areas in which their kids are trying to improve.

In addition to this, I’m also planning to solicit feedback from parents. Next week I’ll be sending home an email along the lines of this blog post, explaining the issue I’ve encountered so far and my current ideas for addressing this. I will also be including a survey that I’ll invite parents to fill out, asking them for the information they would like to be getting about their kids’ performance but aren’t currently getting. I know I might not be able to provide everything they want, but I hope this will give me some more direction for how to share writing and reading feedback with parents when we return from Christmas break. I’m also betting that some information they’re looking for could easily be gotten from their kids, so this will provide a means for me to explain this to them.

I’ll be honest, the idea of soliciting feedback from parents makes me a bit nervous. Who knows what some of them might write? If I hadn’t seen Pernille Ripp’s parent survey that she printed in Passionate Learners, I probably wouldn’t be taking this step. But even though it makes me a bit nervous, I think this is an important step to take. The major changes I’ve made this year in terms of how students are graded has provided a great opportunity for me to keep growing as a teacher, to recognize what’s working and what needs more work in my classroom, and to find ways to improve in the areas that still need work. Just like feedback is one of the main ways in which students grow as readers and writers, it’s important for me to get feedback too. I’m hoping that what I learn will help me continue to grow.

The Benefits of Providing Feedback

The change I’ve made this year from grading individual assignments to only giving feedback has led to an increased workload. But the extra work will always be worth it when I can see the work pay off in students’ work.

One of the areas in which I’ve seen feedback make a huge difference is in the letter-essays students write, which are similar to the ones Nancie Atwell describes in In the Middle and The Reading Zone. Once a month, each student chooses a book he/she has recently finished and writes a personal, critical response. I introduce letter-essays by having students read several good ones from the previous year, and then they create three lists: what they notice about (1) the format, (2) the content that is always included, and (3) other things they might comment on.

Students write one letter-essay a month, either to me or a classmate, and then we write back. When we respond, we’re not critiquing the letter-essay; we’re responding to their ideas with our own. In the past, I sometimes added a p.s. at the end to remind them of something they were missing in the hope they would include it next time. At the end of the quarter, students each chose their best letter-essay for me to grade, and I filled out a checklist to grade it. My hope was that students would take these checklists and improve over the course of the year. And some did, but others’ letter-essays continued to have the same shortcomings all year long.

This year, this whole process has changed. Now, letter-essays are due on Thursdays instead of Fridays. Thursday night I do a quick reading of each one, and then I leave comments on the Google Doc and return the letter-essays to them. The next day in class, students read my comments, review their notes, talk to me if needed, and then revise their letter-essays accordingly. Only after that is finished do I or their classmates respond. Leaving feedback like this is doable because I only have one class write these a week, and it rotates from week to week.

This has made an immediate difference. At the start of each year some students summarize a lot instead of writing about their opinions, observations, ideas, and reactions. In the past, this sometimes continued for several letter-essays, but now, these students receive written feedback and have the chance to address this immediately instead of waiting until the next month or next quarter.

Other students have trouble with specific areas. There aren’t a lot of topics students have to include in each letter-essay, but one of the few is to explore a theme from the book, something many students have trouble with. Now, these students get written feedback and again get the chance to address this immediately. For many students, this written feedback has been enough for them to successfully explore a theme in their letter-essays. However, this feedback has had an additional benefit because it shows me which students genuinely don’t yet understand what theme means. Before, when students had trouble with theme, I didn’t know if it was because they didn’t understand or if they just got mixed up, hadn’t reviewed their notes, were rushing, or something else. Now, though, I learn this. If students read my feedback, review their notes, and still can’t do this successfully, I know that they need reteaching or extra support, and I can provide this. Sometimes I provide this extra support in class, but I also have a small group of students in each class who come in during study hall during their class’s letter-essay week so we can work on them together.

This process does create extra work as I’m now looking over most letter-essays more than once, but the feedback has made a clear difference in students’ work and in my ability to work with them. The students who are having the most trouble with their letter-essays are definitely farther along than similar students in previous years, and I’m excited to think about where everyone will be by the time they write their final letter-essays in May.