Less Testing, More Teaching: Why We Prioritize Growth Over Grades

In many schools, learning has become synonymous with testing. Benchmarks, scores, percentiles, and grades often take center stage—sometimes at the expense of actual teaching. While assessment has a place in education, an over reliance on testing can distort what learning is meant to be, especially for neurodivergent students.

At Anniston Academy, we intentionally prioritize growth over grades. That doesn’t mean we ignore progress or data. It means we focus on meaningful learning rather than constant measurement.

Testing Should Inform Teaching—Not Replace It

Assessment is a tool, not the goal.

When testing becomes the primary focus, instructional time shrinks. Teachers are pressured to prepare students for assessments rather than respond to what students actually need. This is particularly problematic for learners who develop at uneven rates or who require differentiated instruction.

We believe testing should serve teaching—not the other way around. Data should guide instruction, help identify strengths and needs, and inform next steps. It should never crowd out time for direct instruction, exploration, or skill-building.

Why Grades Don’t Tell the Whole Story

Grades are a snapshot, not a full picture. They rarely capture:

• Effort and perseverance

• Skill development over time

• Growth from a student’s starting point

• Social, emotional, or functional progress

For many neurodivergent learners, grades can obscure real gains. A child may make significant progress in regulation, communication, or executive functioning—skills that directly impact learning—but those gains may not show up on a traditional report card.

Growth tells a more honest story than grades alone ever could.

Teaching Takes Time—and So Does Learning

Deep learning happens when students have time to practice, make mistakes, revisit concepts, and apply skills in meaningful ways. Constant testing interrupts this process and can increase anxiety, particularly for students who already experience stress around performance.

By reducing unnecessary testing, we create space for:

• Explicit, evidence-based instruction

• Small-group and individualized teaching

• Integrated academic and therapeutic supports

• Real-world application of skills

This approach allows teachers to teach—and students to learn—without the constant pressure of being measured.

Data Without Over-Testing

Prioritizing growth does not mean abandoning accountability. We use data intentionally and thoughtfully through:

• Ongoing progress monitoring

• Observational data

• Work samples

• Skill tracking aligned with individual learning goals

This approach provides meaningful insight into student progress without relying on frequent high-stakes testing. It allows us to respond in real time and adjust instruction based on actual student needs.

Especially Important for Neurodivergent Learners

Many neurodivergent students experience testing as stressful or dysregulating. When learning environments are dominated by assessments, students may disengage or internalize failure—despite making real progress.

By emphasizing growth, we help students:

• Build confidence

• Develop a healthy relationship with learning

• Recognize progress beyond scores

• Stay engaged and motivated

Learning should be something children participate in, not something that happens to them.

The Bottom Line

Grades have their place. Testing has its place. But neither should define a child—or replace high-quality teaching.

When schools prioritize growth, they honor the reality that learning is not linear, progress looks different for every child, and meaningful education requires time, expertise, and intention.

At Anniston Academy, less testing allows for more teaching. And more teaching leads to deeper learning.