I thought we created earlier rubrics in 2009, but not sure what got pushed out to ambassadors. On Feb 1, 2014 9:41 AM, "Juliana Bastos Marques" <[email protected]> wrote:
> Thank, Jon. I'd also love to know about the requirements of other > Wikipedias, they may not be the same. > > James, I believe we always have some room for experimentation in grading. > Countries are different, schools are different, courses are different, > goals are different. Guidelines are great (aren't we just creating them > right now?), but they should not be rules, IMHO. > > Juliana. > > > On Fri, Jan 31, 2014 at 8:12 PM, Jon Beasley-Murray < > [email protected]> wrote: > >> Juliana: >> >> This question has been asked a lot on wiki. The following link might >> help a first stab at an answer: >> >> https://en.wikipedia.org/wiki/Wikipedia:Featured_articles/By_length >> >> Though I'm not sure how accurate the list is, as #4156 on the list ( >> https://en.wikipedia.org/wiki/Hurricane_Irene_%282005%29) as well as >> #4160 (https://en.wikipedia.org/wiki/How_Brown_Saw_the_Baseball_Game) >> both appear to be rather shorter than #4161 ( >> https://en.wikipedia.org/wiki/Boletus_luridus). >> >> See also: >> >> * >> https://en.wikipedia.org/wiki/Wikipedia_talk:Featured_articles/Archive_6#Which_is_the_SHORTEST_Featured_article_.28by_length.29.3F >> * >> https://en.wikipedia.org/wiki/Wikipedia_talk:Featured_article_criteria/Archive_7#Article_length_criteria >> * >> https://en.wikipedia.org/wiki/Wikipedia_talk:Featured_article_candidates/archive24#When_an_article_simply_has_no_more_information. >> .. >> * >> https://en.wikipedia.org/wiki/Wikipedia_talk:Featured_article_candidates/archive31#Notability.2C_etc >> * >> https://en.wikipedia.org/wiki/Wikipedia_talk:Featured_article_candidates/archive31#Followup_on_500-word_FACs >> >> and so on. >> >> Take care >> >> Jon >> >> On Jan 29, 2014, at 3:31 PM, Juliana Bastos Marques <[email protected]> >> wrote: >> >> > If you allow me, perhaps I should rephrase: >> > >> > ***After all requirements of quality are assessed and evaluated***, >> what would you consider a reasonable number for the minimum of bytes in the >> final article? >> > >> > Indeed, maybe this question overlaps with some of the criteria for >> GA/FA, but I also suppose they are not the same for all Wikipedias. >> > >> > Juliana. >> > >> > >> > On Wed, Jan 29, 2014 at 9:01 PM, Jon Beasley-Murray < >> [email protected]> wrote: >> > Well, a little unfair perhaps. The education program was not a single >> thing, and I certainly acknowledge your own valuable contributions >> throughout, that consistently ensured (and continue to ensure) a more >> thoughtful approach to counteract the editcountitis and bytecountitis that >> was prevalent in other quarters. Still, there's no denying that the focus >> on quantity (seemingly at the expense of quality) has always been, and >> continues to be, one of the major sources of tension between the education >> program and the Wikipedia community. Hence there is good reason to think >> and talk in other ways about how to assess and encourage student work. >> > >> > Take care >> > >> > Jon >> > >> > On Jan 29, 2014, at 1:23 PM, Sage Ross <[email protected]> wrote: >> > >> > > On Wed, Jan 29, 2014 at 4:04 AM, Jon Beasley-Murray >> > > <[email protected]> wrote: >> > > >> > >> >> > >> In short, focussing single-mindedly on bytes contributed (as the WMF >> has repeatedly done in the past) in counterproductive and goes directly >> against Wikipedia's own criteria for what are (rightly) valued as its most >> important and valuable contributions. >> > >> >> > > >> > > Jon, I think you're being unfair here. Despite being much harder to >> > > measure, quality has been part of WMF's education programs since the >> > > beginning. During the Public Policy Initiative, we created a system >> > > for quantifying article quality (and how the work of student editors >> > > impacted it) that was directly based on WP:WIAFA [1]. >> > > >> > > It should be uncontroversial to say that what we -- and by "we" I mean >> > > both WMF and the editing community -- want is large quantities *of* >> > > high quality content. From what I saw, the leaderboards were pretty >> > > effective at motivating a handful of most involved classes during the >> > > Public Policy Initiative -- classes with instructors who were the most >> > > into the goal of improving Wikipedia -- and for those classes, the >> > > quality was also high. For the classes that were doing lower quality >> > > work, from what I remember they were also the ones that did not take >> > > an interest in the leaderboard. (I also suggest that the Pune pilot >> > > would have gone just as badly with or without leaderboards; counting >> > > bytes was not among its critical problems.) >> > > >> > > (I agree that, for evaluating an individual student's work, bytes >> > > added is not a great metric, and in general there are some dangers to >> > > incentives based on quantity of text.) >> > > >> > > [1] = >> https://en.wikipedia.org/wiki/Wikipedia:WikiProject_United_States_Public_Policy/Assessment >> > > >> > > _______________________________________________ >> > > Education mailing list >> > > [email protected] >> > > https://lists.wikimedia.org/mailman/listinfo/education >> > >> > >> > _______________________________________________ >> > Education mailing list >> > [email protected] >> > https://lists.wikimedia.org/mailman/listinfo/education >> > >> > >> > >> > -- >> > www.domusaurea.org >> > _______________________________________________ >> > Education mailing list >> > [email protected] >> > https://lists.wikimedia.org/mailman/listinfo/education >> >> >> _______________________________________________ >> Education mailing list >> [email protected] >> https://lists.wikimedia.org/mailman/listinfo/education >> > > > > -- > www.domusaurea.org > > _______________________________________________ > Education mailing list > [email protected] > https://lists.wikimedia.org/mailman/listinfo/education > >
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