We keep talking about transforming education but what do we really mean? Quite a lot of people I know that mention these words seem to be talking about technology. Using technology to enhance learning. We also talk about transforming education by giving students more voice and choice in the activities that are happening in our rooms. I try to do this in my classroom as much as I can. But we seem to stop short when we talk about transforming learning when it comes to grades. Yes, we have to use them for reporting but do we have to use them all the time. We all quote what they say about feedback. According to John Hattie & Helen Timperley, if used correctly, “feedback is one of the most powerful influences on learning and achievement.” Research also suggests that if grades are given along with feedback, the value of the feedback is diminished by the grades. Knowing all this why do we focus so much on grades on tests, on essays on presentations? Once again, yes I know we have to use them for reporting but we control the mark book until that point. Don’t get me wrong, most students can tell what level they are based on the feedback given to them but he/she is not reduced to a number or a letter. If we control the mark book, do the students need to see the marks until the end of the unit? I don’t wait until the report card period, I tend to share the marks at the end of each math unit. Who knows, maybe I too am sharing marks too early. What do you do? Should students see their marks after each assignment? We keep saying the parents don’t understand. Parents want to see marks. Have we thought about trying to educate our parents about the power of ‘good’ feedback? Let’s start the journey. It might take a while, but it is worth it.