Why Notes Shouldn’t Be Graded
Before anyone jumps in with comments like “students are too lazy now” or “notes benefit students,” let me clarify: yes, notes do help students. However, that’s exactly why they shouldn’t be graded. Notes are intended as a personal learning tool, not as an assignment to be evaluated.
Every student has their own unique note-taking style, shaped by their individual learning preferences. Grading notes fails to recognize these differences and often promotes methods that are counterproductive to effective learning. It’s particularly frustrating that assessments are not just about participation but also judge the quality of the notes themselves, which shouldn’t be the case.
Additionally, I believe guided notes should be more customizable. Students should have the option to add their own information or use different styles, especially for those who think visually. Constantly worrying about getting a bad grade for missing a blank or needing to ask for a previous slide takes away from the learning experience.
What are your thoughts on this?
I completely agree with your perspective on graded notes. Notes are meant to be a personal learning tool, helping students process and retain information in a way that works best for them. By grading notes, we risk penalizing students for their individual learning styles and creativity, which can discourage them from taking the time to engage with the material in a way that feels natural to them.
The pressure of receiving a grade for one’s notes can also lead to unnecessary stress, making the act of note-taking feel more like a performance than a learning strategy. It’s important to foster an environment where students feel free to be creative and flexible with their note-taking methods, including incorporating visuals or personal annotations that resonate with their understanding.
Instead of grading notes, educators could focus on evaluating how well students can apply the concepts learned, perhaps through discussions or projects. This way, the ultimate goal—understanding the material—remains at the forefront, while allowing students to utilize notes as a supportive resource rather than a graded task.
What are some alternatives to grading notes that could still encourage student engagement and accountability?