For over a decade, I've dedicated myself to teaching, fostering student growth, and instilling a passion for learning. Despite my experience, there's one aspect of my pedagogical journey that continues to challenge me: grading. To be candid, I've developed a rather complex relationship with grades. I don't particularly relish the process of grading, nor do I find joy in navigating the labyrinth of grades and assessments. Most importantly, I've grown skeptical about whether grades truly reflect a student's depth of knowledge.
The quandary lies in the fact that, when the end of the quarter approaches, it's not uncommon for students to inquire about their grades rather than seek clarification on misunderstood concepts or seek further explanations. I understand the external pressures at play - parents closely track progress through the gradebook, colleges scrutinize GPAs, and students themselves are intrinsically motivated to chase specific letter grades, a practice ingrained since their early school years.
Yet, I can't help but wonder if there's a superior approach. Upon introspection of my gradebook, I must admit that I've kept the assignment count relatively low. There's a "participation" category that acts as a catch-all, where students either engage and complete the work or incur deductions. The rest is an eclectic mix of quizzes, writing assignments, and so on. However, what I often encounter are zeros attributed to the quality of work - students earn these zeroes when they fail to submit anything. It's becoming clear that grades function more as a means to motivate students to act rather than as accurate representations of their knowledge.
During my time at IUP, I discovered the concept of contract grading, which awards students grades based on their efforts and dedication. I must admit, I'm fond of this approach, yet it's not without its flaws. At Duquesne, I've experimented with weighted grades, where certain categories carry more significance than others. However, this model tends to place disproportionate emphasis on a few key assignments while sidelining others.
Every summer, I embark on the quest for the elusive "perfect grading system." But, as time passes, I'm starting to accept that it might not exist. No matter what method I attempt to implement, a student inevitably discovers a loophole, I identify a flaw, or a concerned parent or guardian remains dissatisfied with the final grade.
For me, teaching is all about the journey of learning. A heartfelt comment like "that was interesting" holds more value than a 92%. A student's contemplative expression in the midst of an activity carries more weight than a perfect 4.0. Perhaps, once I complete my dissertation, I'll delve into research and strive to create a solid grading system. But for now, it remains a perpetual struggle.
So, what are your thoughts on grading? Do you possess the elusive "perfect system"? If so, please share, because I'm currently feeling like a student failing Grading 101.
The quandary lies in the fact that, when the end of the quarter approaches, it's not uncommon for students to inquire about their grades rather than seek clarification on misunderstood concepts or seek further explanations. I understand the external pressures at play - parents closely track progress through the gradebook, colleges scrutinize GPAs, and students themselves are intrinsically motivated to chase specific letter grades, a practice ingrained since their early school years.
Yet, I can't help but wonder if there's a superior approach. Upon introspection of my gradebook, I must admit that I've kept the assignment count relatively low. There's a "participation" category that acts as a catch-all, where students either engage and complete the work or incur deductions. The rest is an eclectic mix of quizzes, writing assignments, and so on. However, what I often encounter are zeros attributed to the quality of work - students earn these zeroes when they fail to submit anything. It's becoming clear that grades function more as a means to motivate students to act rather than as accurate representations of their knowledge.
During my time at IUP, I discovered the concept of contract grading, which awards students grades based on their efforts and dedication. I must admit, I'm fond of this approach, yet it's not without its flaws. At Duquesne, I've experimented with weighted grades, where certain categories carry more significance than others. However, this model tends to place disproportionate emphasis on a few key assignments while sidelining others.
Every summer, I embark on the quest for the elusive "perfect grading system." But, as time passes, I'm starting to accept that it might not exist. No matter what method I attempt to implement, a student inevitably discovers a loophole, I identify a flaw, or a concerned parent or guardian remains dissatisfied with the final grade.
For me, teaching is all about the journey of learning. A heartfelt comment like "that was interesting" holds more value than a 92%. A student's contemplative expression in the midst of an activity carries more weight than a perfect 4.0. Perhaps, once I complete my dissertation, I'll delve into research and strive to create a solid grading system. But for now, it remains a perpetual struggle.
So, what are your thoughts on grading? Do you possess the elusive "perfect system"? If so, please share, because I'm currently feeling like a student failing Grading 101.