“Teachers suspend this practice.” This is the invitation that the educator Daniele Novara addresses to teachers, targeting one of the most used mechanisms in school: the arithmetic average of grades. According to Novara, in fact, that calculation risks penalizing those who show improvement during the year. To explain the concept, the educator brings up Jannik Sinner: “Do we evaluate Sinner based on how he was at 12 years old? No, because over time the tennis player has developed his improvements and no one tells him ‘Look, as a kid you wanted to be a skier and you didn’t make it.’ At school, it’s the same thing.”
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The reasoning starts from a concrete example. “If a student has received in order a 3, a 5, and a 7, the arithmetic average would be 5 but I invite to put 6, because what matters most is the last grade.” For Novara, in fact, that sequence not only tells of three different performances, but above all a path of growth: “It makes no sense to put the average because that sequence shows that the student has learned. You, teacher, asked him to learn and he did. Why do you want to humiliate him?” Hence the appeal to teachers: “I invite all teachers to suspend this practice — he says directly — and to evaluate students by giving greater weight to the last grade received which defines whether progress has been made or not.”
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The proposal is that of the so-called evolutionary assessment, which looks more at the results achieved in the last phase of the path, without automatically dragging along the initial difficulties. For Novara, in fact, “let’s free the school from the constraint of the mathematical average, from the judgment on the error which must be considered, as all great pedagogy reminds us, a moment of building knowledge, understanding, learning.” The risk, otherwise, is to “focus students on errors and take away their motivation.” On the contrary, Novara argues, an assessment based on progress can allow students “to motivate themselves, to stay on track, to feel the strength and pleasure of learning.” A different way of looking at grades, putting at the center not only the result but above all the path taken to get there.
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