Welcome! This blog acts as a space for you to critically reflect on the readings and better absorb the material, and it puts you in conversation with your peers about their understanding of the material.
Directions:
1: Create a new post where you will raise two questions about the readings that you would like your peers to engage with.
2: Reply to one peer's post as a comment and attempt to answer one of their posted questions.
Blog posts are due by 8pm the night before class.
Wednesday, July 25, 2018
Raquel 7/25 Qs
1. How do you feel about portfolio grading versus more traditional grading? Which do you prefer to use?
2. Did Wysockis' article on multiple media of texts surprise you? Why or why not? What were your biggest takeaways from this article?
I have discussed grading with my mentor who seems to use a mix of traditional and portfolio grading in the sense that she grades the projects as they are submitted. I am not really sure which grading style I prefer, but I plan on starting out using portfolio grading. I have never been required in my previous coursework to create a portfolio, but I see the benefits of the metacognitive work it encourages and I am excited to see the progression of student writing in a somewhat narrative performance. I do not see a problem with traditional grading, and I think that with the inclusion of reflections students would get a somewhat similar experience to that of a portfolio centered course.
I'm fairly convinced by the things Yancey says in her article about portfolio grading. I particularly like that it allows both teachers and students to reflect on their process of assigning and responding to the assigned tasks. Also, I agree with Yancey that it resolves some of the issues -- precisely the "backward moves" that traditional grading promotes. I think the possibilities for reflection/metacognition widen with the portfolio. For instance, I really like the idea of including a "grade justification" supplement to the portfolio. It makes grading collaborative and can quell anxieties over being fair or not while grading, which is usually somethings teachers will always experience. Also, it gives a chance to students to think more deeply about assessment and performance/delivery.
Regarding your first question, I really feel like portfolio grading has several important strengths that it would be unwise to ignore. We've talked about the recursive nature of writing so much in these classes, and that was something I had always believed strongly in in my own writing. The traditional grading style where a final product is turned in, assessed, then forgotten, goes entirely against this fundamental principle of recursion in writing. The portfolio allows a student to revise, forces them to keep considering their work and thinking about how it can be improved, and it more closely reflects many real world writing scenarios where a writer works closely with an editor and takes time to bring a finished piece from its "final draft" to the real, finished product.
Hi Raquel,
ReplyDeleteI have discussed grading with my mentor who seems to use a mix of traditional and portfolio grading in the sense that she grades the projects as they are submitted. I am not really sure which grading style I prefer, but I plan on starting out using portfolio grading. I have never been required in my previous coursework to create a portfolio, but I see the benefits of the metacognitive work it encourages and I am excited to see the progression of student writing in a somewhat narrative performance. I do not see a problem with traditional grading, and I think that with the inclusion of reflections students would get a somewhat similar experience to that of a portfolio centered course.
Hi Raquel,
ReplyDeleteI'm fairly convinced by the things Yancey says in her article about portfolio grading. I particularly like that it allows both teachers and students to reflect on their process of assigning and responding to the assigned tasks. Also, I agree with Yancey that it resolves some of the issues -- precisely the "backward moves" that traditional grading promotes. I think the possibilities for reflection/metacognition widen with the portfolio. For instance, I really like the idea of including a "grade justification" supplement to the portfolio. It makes grading collaborative and can quell anxieties over being fair or not while grading, which is usually somethings teachers will always experience. Also, it gives a chance to students to think more deeply about assessment and performance/delivery.
Regarding your first question, I really feel like portfolio grading has several important strengths that it would be unwise to ignore. We've talked about the recursive nature of writing so much in these classes, and that was something I had always believed strongly in in my own writing. The traditional grading style where a final product is turned in, assessed, then forgotten, goes entirely against this fundamental principle of recursion in writing. The portfolio allows a student to revise, forces them to keep considering their work and thinking about how it can be improved, and it more closely reflects many real world writing scenarios where a writer works closely with an editor and takes time to bring a finished piece from its "final draft" to the real, finished product.
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