PD Labor-Based Grading Contracts
Published on Jan 11, 2016
No Description
MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
Reflect 1
- Why do we grade?
- How does it FEEL to be graded?
- What do we want grading to do (or not do) in our classes (whether as Ss or Ts)?
"[A]ssessment tends so much to drive and control teaching. Much of what we do in the classroom is determined by the assessment structures we work under."
Elbow, "Ranking," para.1
Reflect 2
- What do letter grades mean? Do they have any intrinsic meaning, or is the value purely extrinsic?
- Does assessment mean differently when it is formative rather than summative?
Reflect 3
- How do written comments function as (or in relation to) grades? To what extent should teachers be readers of student work (as opposed to evaluators)?
- What is the role of self-assessment and peer-assessment?
Reflect 4
- What would happen if we didn’t grade?
- What would be the benefits?
- What issues would this raise for students and/or teachers?
- Would we be forced to rethink our systems for evaluation?
"[A]ssessment tends so much to drive and control teaching. Much of what we do in the classroom is determined by the assessment structures we work under."
Elbow, "Ranking," para.1
IN 008 YOU WILL
- Write as a process
- Construct paragraphs and essays
- Critically think
- Critically read
- Edit for correctness
Photo by mag3737
Q?
Photo by Beatnik Photos
Grading = Standard
- Single dominant
Problem-Posing
Grading?
- Confusing purpose
- Justifying numbers
- Stoking anxiety
- Valuing product
Effects
- Less interest in learning
- Increased preference for easier tasks
- Shallower thinking
Works
- Elbow, Peter. "Ranking, Evaluating, Liking: Sorting Out Three Forms of Judgment. College English 55.2 (1993): 187-206.
