Labor-based grading: for many instructors in the world of distance learning this is a new concept, yet it is one that is rapidly growing in acceptance and popularity. First introduced in 1993 by English professor Peter Elbow, the premise of labor-based grading is that instructors weigh assignments based on how much labor—how much “effort”—students put into their work, rather than assigning grades based on a points-based rubric or work quality.
This column is divided into two sections: (1) specifics relating to the student; (2) specifics relating to the instructor: together, this information will give you solid preparation for teaching a laborbased grading course:
Specifics Relating to the Student
Labor-Based Grading Is Ideal for the Distance Learning Class
In online learning everything is available for a student to view 24/7, and this includes reminders of a student’s grades, the requirements to earn full points for an assignment, and ongoing reminders from the instructor (and often from classmates as well) as to what it takes to achieve a great grade on an assignment/in the course. This constant in-your-face reminder and emphasis on grading can diminish the learning process. But when grading is gone there is a healthier, this-is-all-about-learning environment. Additionally, more emphasis can be placed in the available resources in and out of class to expand and deepen student knowledge of a subject.
Students Are More Willing to Take Chances With “Gut Feelings” About Including X or Y Into an Assignment, Rather Than Opting for the Safer Approach They Know Will Undoubtedly Produce a Good Grade
They are not penalized for taking these risks since grades are no longer a part of the assignments. This helps break students out of a “conformity learning” approach – this has probably been instilled within them throughout their academic journey – and allows for more learning experimentation and creativity, keys to improving one’s knowledge and critical thinking.
Students Learn it Is, Ultimately, the Effort One Puts Into Creating a Finished Product That Produces a Quality Product—In School and Out
When the overriding goal for a course assignment is an A grade the broadest effort may not be employed, only that which the rubric says must be done to achieve that high mark. Yet with laborbased grading it is not the end result of an assignment or a course nor prior knowledge of a subject a student holds, but rather towards the processes of learning needed to complete each part of an assignment of a course. Students should be reminded this extends far beyond the course, and especially in the professional job market.
Student questions Will Focus More on How to Learn Rather Than How to Get a Good Grade
Class after class after class have found instructors responding to a variety of student questions relating to “the big one”— “What do I need do to get an A on this assignment?” This no longer exists with labor-based grading; rather, student questions will now center around a different big one: “How can I learn better?”
Labor-Based Grading Reduces Stress, Anxiety, and Worry for Students in the Class—And Also Builds Confidence
Both anecdotal and research feedback show many students in a grade-based course have ongoing concerns about achieving a good grade on an assignment. Added to this is the result of receiving a grade that is disappointing. The stress, anxiety, and worry this can cause have led to students giving up in class and often dropping out of a course. Yet with an emphasis solely on the learning effort a student can feel more relaxed, not having to be concerned about a grade. There is also the bonus of improving a student’s confidence in the course: ongoing strong efforts result in ongoing nice results throughout the course!
Students Have More Flexibility on Whom to Follow to Improve Learning
In assignments where the grade is the ultimate quest the instructor’s feedback is usually the one students care to follow, as they believe it, and it alone, will result in that A grade. But with labor-based grading it is not pleasing the teacher or following the rubric, but rather all input—instructor, peers in class, resources—that can be embraced, for all are aimed at helping one to improve the learning effort, not to achieve a grade.
Labor-Based Grading Can Be a Boon for Students Where English is Not the Primary Language
It is no secret that students who have English as a second language can sometimes do poorly in a grade-based course due to their poor grasp of English (and at times this can extend to misunderstanding of assignment directions). Yet with laborbased grading this is no longer a concern, as it is—fully—their efforts that count. And there is a bonus: as they ply their efforts improvement in their English will also come, but at a natural, rather than a forced, pace.
Labor-Based Grading Contracts: What They Are and How They Are Used
Many labor-based grading courses use contracts between each student and the instructor. These contracts are a set of agreements among all class members that determine how much labor (work and time) are required for any student to receive a grade. Additionally, the contracts have no focus on judgments of the quality of writing or the quality of the assignments. A school may or may not use these contracts.
Specifics Relating To The Instructor
The Instructor Can Spend More Time With Quality Feedback Emphasizing the Learning Process Rather Than Needing to Judge a Student’s Assignment Against a Grades-Based Rubric
This allows for a shift from deciding if the assignment is an A or B, et cetera effort but rather more on the effort itself—a work-in-progress, and how that work-inprogress can be improved. Additionally, the instructor no longer needs to be concerned with “Oh, boy—what if my supervisor sees the low number of As for this assignment?!” The stress, anxiety, and worry for instructors are also greatly reduced through labor-based grading.
Getting Students to “Buy In” to Labor-Based Grading: a Global Approach Is Needed
The students need to realize that everything in a course applies to life outside the course, and especially important is the professional careers they seek. Overall effort is what is needed for results, whether that be success in the employment field or a grade in a course. Once solid, sustained, and focused effort is applied the task will be a successful one—and the grade in a course will be a successful one. This transitions nicely to the course, for if a student knows only the grade of an assignment and points required for each part of that assignment full effort might not be applied, only that which the student believes is needed for a good grade. Ultimately, this results in less-than-full effort, and the resulting grade usually reflects this.
An Option to Understanding Labor-Based Grading and (When Applicable) Contracts: Group Sharing
Beyond receiving input on and responses to questions about labor-based grading from the instructor, it has been found that breaking students into groups and sharing ideas, concerns, and questions among themselves can also help with students feeling more comfortable about a labor-based grading course. One approach to this is to have a “secretary” for each group jot down any items that need clarification and for which there are questions, then send this list onto the instructor. Often, this has resulted in better student buy-in (they have more ownership in the course) and the instructor may find items he or she not had initially explained or detailed to the class.
More Work for Instructors: It Depends
Each instructor has a different approach to managing a class, and this is the determining factor as to whether labor-based grading takes more time and effort. If one micromanages a course the answer might be yes, but overall it should require less time as no longer do grades need be calculated/points considered. As for new instructions, if these are not already built into a course an instructor can create laborgrading templates that give instructions for each assignment and the course.
An Important Component of Labor-Based Grading: The Equality Of Each Assignment Component
In points-based grading one component of an assignment might be worth more points than another, for example, in a writing course the prewriting portion might offer far fewer points that the full essay. Yet because labor-based grading focuses on effort expended each component of an assignment would be equal, as each is graded based on effort. Additionally, components of an assignment that previously were not counted by the instructor may now be added to the “effort” category.
Suggestions to Help Students Succeed in a Labor-Based Grading Course
These should be posted in the course so students can refer to them at will throughout the class: (1) If applicable, have students carefully read the labor-based contracts for a full understanding; invite questions; (2) Remind students to keep track of their progress to keep abreast of how their grade is calculated; (3) Students need to understand that a labor-based course is not easier because no points are used; they must consistently put in a solid effort to succeed.
Remember: It is the ant’s efforts that result in building a beautiful nest, the bodybuilder’s efforts that result in lifting record-breaking weights, and the chef’s efforts that result in an outstanding meal— without solid effort a superb ending will never result.
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