The last thing I expected from Andover was to be evaluated based on my growth, not homework marks or exam scores. Only a month ago, I sat in my very first math class here, a heavy boulder of anxiety settling on my shoulders. The impending perturbation of getting good scores in this class hung in the back of my mind; I had always been a stickler for grades, and I knew Andover’s classes were much tougher than the average school. Consequently, I was bewildered when my teacher announced that he would be using “Feedback First”, an approach defined by the Tang Institute as placing more emphasis on the learning process than grades. While I had initially struggled to come to terms with this method, I now believe that this system is beneficial for students, as it not only ensures abilities are authentically showcased but also gives plenty of opportunities to exhibit growth.
When I first heard of Feedback First, I was frightened by the unfamiliarity. If there were no concrete grades, how would I know how I was faring in class? Isn’t getting problems right showing understanding enough? At the time, I had assumed concrete, straightforward percentages would be the easier route. My reservations against Feedback First grading grew when I received my first exam, which had gone incredibly well. I couldn’t help but imagine the juicy one hundred that would have been written at the top of my exam if this had been graded numerically. Soon enough, though, my view on the system was about to get much more complimentary after my second summative assessment. To be frank, I bombed it. Normally, the horrid results of the test would have nestled in my gradebook, dropping my total average for the class. However, with the way the system works, no real grade would be assigned until the end of the term, giving me more time and opportunities to redeem myself. My grade was not yet set in stone; I could grow.
Still, the system is not entirely flawless. When talking with friends whose classes also incorporate Feedback First, I discovered not everyone is as pleased as I am with the way things are. The most common frustration I’ve encountered among my peers is that old concepts are not just covered and done with. They will reappear in later summative assessments, providing a chance to show more understanding. Yes, it is a lifesaver for those who weren’t happy with their previous performances, but for the people who did well, it’s a liability. For example, imagine you receive a “demonstrates understanding” – the second-highest evaluation you can get – on the topic of compound fractions. You are pleased with that result, and the class moves on to the next unit. Things seem to be going smoothly until the next summative assessment rolls around. There, right on the second page, is a compound fraction problem – a topic not even in the current unit! You sit there, its familiarity mocking you while you fail to remember how to solve it. And just like that, when the results come back, your understanding of it went from “demonstrating” to “approaching” or even worse: “emerging”, a sugarcoated way of saying you have most certainly done the opposite of growing. While it may seem unfair, and I very much sympathize with their laments, I do not resent the idea that while you can improve, you can also deteriorate. Feedback First is all about fairly gauging students’ ability to grow and learn. Retaining information is a crucial sign that shows your full understanding and comprehension of something, and that is exactly the goal Tang fellows wanted to achieve by creating this system.
I am resolute with my enthusiasm toward Feedback First. While I agree it is a system that is imperfect, I find its impact authentic to its original goal of ensuring students are evaluated accurately. Feedback First also has additional positive effects, such as reducing my stress levels. There are always rampant thoughts in my head on grades – what did I get on the music test? Or the bio lab report? I am just one of many students who fall prey to the belief that grades are supreme, and a C in one test will lead to my demise. However, I haven’t found myself at odds with any of these thoughts after Feedback First started. Even as anxiety creeps up behind me before a math assessment, I have faith that it’s not the end of the world if I don’t get ideal results. It has awakened a more positive way of thinking in me, and I hope in others. The Feedback First system, although it has its bumpy moments, is a great way to help students feel like school is not all just about stressing over results and numbers, but actually about understanding what is taught.
