Assessing: Chapter 8

Abstract:

This chapter's focus was on grading (or not grading) in the classroom. Part of the chapter discusses a situation in which grades are not used, yet we are still able to see that students are learning, understanding, and progressing. Part of the chapter discusses how grading has become such an "essential" part of teaching and learning, and how it has become a kind of "bargaining chip" to get students to complete their work. The chapter also discusses how or if we should grade things such as participation and effort. Effort is an especially tricky topic to grade because sometimes it is difficult to judge how much effort one student may be putting in; effort is also difficult because of the debate of whether or not it is a good idea to deduct a student points for not participating or putting in effort even if they have incredible knowledge and understanding of a topic.

Reflection:

We felt that this chapter was one that discussed a very important topic. We all agreed that too much emphasis is put on grading, on students getting that A that they "need" to get on in life, and on teachers making sure that so many students get As and so many Cs and so many Fs (obviously if there are too many As then the teacher's assignments aren't difficult enough, or too many Fs and they are holding unrealistic expecations of their students). It's possible for students to learn without being graded on everything they do, so why not give not grading a try?