1) What was your favorite model to replace ranking in classes--(e)portfolio, analytic grids, or contract grading?
I'm pretty interested in contract grading myself, because you can make the class kind of like a fun board game in which there are a variety of ways to get the grade you want, and you plan your own strategy for how to go about achieving the grade you want, or at least trying to.
2) Do you think that replacing ranking in classes sends the wrong message to the student?
I hate that I feel this way, but I kind of worry that students will see that and say "oh, this is that kind of teacher" or something(?) Not that I want to be the kind of teacher that is tough-as-nails or sees writing as an objective action or grades grammar too harshly. I also don't want students to see it as a free pass and thus not work as hard and thus not do as well and thus not understood what went wrong.
Questions based off of Elbow's Ranking reading
ReplyDeleteJoel,
ReplyDeleteI honestly do not know exactly what to think about Elbow and even Belanoff’s thoughts on changing the grading format. I am interested in trying them all to see which one fits better for me and my students. Obviously if the grading policy/method I adopt is effecting my students in an adverse manner than I would need to change it. I do agree with Elbow’s argument that we have been conditioned over time to view our value as a student and efforts of our work to a simplified and yes, inaccurate measurement of 0-100 or F-A. Several of the more experienced GTA’s have explained that they will let students revise as many times as necessary during the semester in order to achieve a better grade—I do like this model. I think that it inspires students to be more active participants in the revision process thereby increasing their improvements. ~KCR
Reading Elbow's article made me much more appreciative of the portfolio system than I had been before (I originally thought it seemed more unfair to give a single grade, but now I realize it has merit because it is a grade based more holistically on the whole body of a student's work), but I also liked the idea of contract grading! I think you could do both--part of the contract could be submitting a quality portfolio in the end that evidences revision and reflection, etc. One thing I thought was great about the contract grading system is what Elbow also pointed out--that even though of course, as with any grading system, students will come try to argue with you about their grade, when you are discussing the terms of the contract it can lead to a more productive discussion (e.g. discussing what it means to put effort into a project) than if you were just arguing over the ranking they received.
ReplyDeleteJoel,
ReplyDeleteI love the idea of coupling contract grading with a final portfolio. It sounds like it will take a lot of pressure off the students because they will know that, "Okay, if I just abide by the contract I am guaranteed 'x' grade." This takes so much pressure off the student to have to write for the teacher and instead they can write for themselves. I really want my students (as much as possible) to not worry and even forget about the grades and focus on revision and my and their peers' written evaluation of their writing. Because we all know it's the process that is going to make them better writer, not the grade they receive in the course.
- Emily