Jay wrote,
>And here is a paradox for grading. It is precisely when the gap in
>knowledge or effective practice is greatest between teacher and student
>that (1) competence-based power is most legitimate, but (2) students are
>least able to understand and appreciate the basis of judgments made about
>their work. On the other hand, when the gap is smallest, and students are
>well able to appreciate the criteria by which they are being judged, and
>can even begin to competently critique their work, that teachers are most
>likely to misjudge (e.g. creative or radical approaches) and have least
>claim to power/authority and should be redefining their role toward that of
>peer critic rather than expert evaluator.
>
>And here is a double paradox. I have found in my own experience that it is
>the not-quite-top-category students, the B+ and (generously) A- students,
>who are most likely to appeal their grades and least likely to understand
>what I am talking about when I try to distinguish for them between very
>good and genuinely excellent or outstanding work. I am sure there is an
>important lesson here -- but I have never quite worked out just what it is.
>Maybe others' experiences can help?
In my case, I believe that grades are harmful for students and their
learning because:
1) grades punish learning
2) grades help to manipulate students by the instructor
3) grades focus students on extrinsic motivation
4) grades limit some students' future
5) grades promote competition among themselves
My personal dilemma is how to sabotage grades to minimize their harm to the
students and myself since grading is institutional requirements in the place
where I'm now.=A0 I had luck to be in institution with narrative evaluations
instead of grades (UCSC).=A0 I've learned there to provide feedback rather
than rewards-punishments by emphasizing what was successful in student's
work (from my point of view) and what next step and why I'd recommend the
student for improvement (it implies that there would a next step).=A0 I=
found
this type of feedback is very useful for my students.
Here at a new place, I try to give the control on grades to my students.
The main idea is to based grades on clear fulfillment of class requirements
(not on so called "quality work").=A0 Each month I provided report on where
the students stay regarding these requirements and what they can do to
improve their standing if they wish to do that.=A0 My goal was to promote=
safe
learning environment in the class.=A0 I had limited success last semester.
The main problem for some students came from the final paper.=A0 They=
overlook
my advice to gave me a draft of the paper for feedback.=A0 I agree with them
they should not be punished for learning they do in writing the final
papers.=A0 We try to resolve the problem (rewriting papers and changing
undesired grades) now but it's not easy taking in consideration of
institutional rules.=A0 But I believe that is important for students'=
learning
and well-being.=A0 My students provided me with advice how I can improve the
system (to include my advice in the syllabus), which I'll do in the next
term.
I'm not sure myself that my strategy is right.=A0 Carl Rogers suggested
instructor's negotiation of grades with the students but I think it is a
form of very covert and sophisticated manipulation.=A0 Students do not need
grades.=A0 Instructors do.
I'd like to know what you think about this issue (or controversy)?
Eugene
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Alla Matusov
alla who-is-at ematusov.com
fax (415) 233-9263
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