At the beginning of the new year, GM high school students were asked to complete a survey that outlined their understanding of the proficiency-based grading system within our school. Of the 32 students who took the survey, the majority seemed to view the proficiency system negatively, and feel that it may be obstructive to their learning. Approximately 35% of the sampled population reported that they do not have an understanding of proficiencies and 48% said that they. The remaining six responses were all variations of a partial understanding. When asked if there are opportunities within GM to further their understanding of proficiencies, 42% said that they have not been made aware of any such outlet. Nearly 26% of students said yes and they have tried to utilize them, while 26% said they do not wish or care to further their understanding.
Overall, students expressed an overwhelming desire for proficiencies to be abolished at GM. However, with the state mandation for proficiency-based grading, this is not currently possible. As a new system, though, there is much room for development, and student voices will be vital for change to happen. Many students simply asked for more communication between themselves and the faculty- they are unclear on what is expected, and often feel overwhelmed with this seemingly impossible goal of “proficient with distinction”. A clear and concise rubric of the proficiencies may help with this, along with in depth class discussions on what proficiencies need to be met and when. In the end, the majority of GM students who participated in the survey feel uncertain in many aspects of proficiencies within their classrooms. They hope to see more conversations between teachers and students to help alleviate some of this confusion.
- Rileigh Thomas
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