1. Belanoff begins by
explaining some of the ways that grading in English courses is a lot
more—or at least seems to be—more subjective than most other subjects. Even in
a climate that seems to strive for standardization (in secondary school grading
and testing, in educational outcomes, as well as in non-academic realms),
Belanoff embraces a grading style that is context dependent and unique to the
situation. Do you agree with her, or do we need to maintain certain standards
in grading and evaluation?
2. What are some
points that Straub suggests would be benefits of more conversational responses
on student assignments? Do you see any downside? Do you think that this is
something that you would use in evaluating and leaving feedback on student
work?
Hi Nicholas:
ReplyDeleteI am going to respond to your first question you pose for us. While I do totality agree with Belanoff-- that to dismantle the whole concept of grading and reduce it to a "satisfactory" or unsatisfactory would help students to worry less about the grade and also help teachers reject the standardization-- I find the reality of this change hard to imagine. I agree, but I have many questions about how to get here.