Do Grades Get in the Way of Learning?

An appropriate topic for the end of the semester is the relationship (if any) between grades and learning. I think most teachers would agree that grades and learning are not obviously synonymous. At this time of year I tend to see grades as a necessary evil – we give grades because it’s what we do. I don’t mean to be cynical. At the least grades are a great motivational tool for instructors. At best grades are an indication of student learning that rewards positive outcomes. In lab, I see that certain learning outcomes are not reflected by grades. I am thinking of laboratory skills and kinetic problem solving. I confess that the bulk of the lab grade rests on student indicators that are usually expected in any science or non-science course: 1) ability to manage assignments, 2) following directions, 3) adjusting to instructor expectations, and 4) skilled communication. Some more unique indicators may be: 1) ability to use chemistry databases to find information, 2) observations, 3) collecting and presenting laboratory data, 4) interpretation of data involving some critical thinking. I have never done a “lab practical” for grading. I have given “technique points” to students for good laboratory performance but that was too subjective for me – it is easier to punish bad technique rather than reward good technique. All-in-all I find it a challenge to accurately grade laboratory outcomes that are somewhat unique to the laboratory experience.