This is a blog from one of my fellow class mates. While I didn’t read/comment on it during the assessed period, I heard good things about it so have come back to visit it.
I see the arguments in the main post to be robust, and what is interesting is that in the comments section, about one quarter of the class come to take-on the author over her conclusions. Jesse (the class teacher) humorously describes grades as a ‘sacred relic’ that students pay a bit too much homage to. But note how so many of the class still fight in favour of grades, typically based on reasons of keeping stability/the popular vote.
My own thoughts on grading are thus: the menace of grades is the token economy that grading has fostered. We need, even so, a way to certify what people can do, however what right have we do draw a line of dissemination separating those who can and those who can’t. The real classification needs to merely be those who can, and those who can’t YET. And, this needs to be qualitative certification. Using instead mastery learning paradigms, qualitative feedback and portfolios are a much more positive way to measure skill and capability without creating a class of sub standard graduates that inevitably make the tail end of the bell curve.
In this module we have been involved in student-centred learning, becoming independent learners by actively choosing topics of interest for our blogs. My central focus has been on evaluating the grading process. Grading is an integral part of the education system, yet its use is often questionable.
My initial blogs focused on the issues with grading, with the belief that with certain adjustments, the grading process could be improved. For example, there is a disparity between the subjective process of grading, and the ‘objective’ assessment produced (Kohn, 1994). Markers aren’t machines, and are subjected to a number of influences in the grading process (York, Bridges & Woolf, 2000). Therefore educators must decide whether to follow strict guidelines (or use automated marking) to obtain objectivity and reliability, or accept the subjectivity of grading, allowing students to surpass the mark scheme through novel creativity.
As I gained…
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