Just a quick response--when students compare grades in my classes
on papers and exams and one tells me that so and so got a higher
grade for equal or lesser work then I tell them that I need to
re-examine so and so's grade and adjust it down to "fit".
This always gets them to drop the argument especially when I talk about
not being an objective machine--that each paper is read in a context
that is multifaceted;and read by an imperfect machine: me.
annette
On Thu, 22 Apr 1999, pamela wrote:
> I was hoping some seasoned Tipsters could share their perspectives
> on "fair" grading practices. I'm teaching a research methods course
> in cognitive psych. This is a 4 credit "writing intensive" course and
> most of my students are graduating seniors. As usual, students vary in
> psych aptitude and writing ability.
>
> One of my goals for this course was to push students toward completion
> of a high quality APA manuscript. I have required first drafts of every
> section and have written specific suggestions, criticisms, and praise.
> I accept revisions at any time, answer questions by phone and email, and
> schedule individual appointments to go over the written work.
>
> I have a few students who simply can't write well. My goal for these
> students is improvement. I basically see these students as passing with
> a C. I also have several very talented students who intend to pursue
> graduate school at some point. Most of these students are earning A
> grades on most sections. However, recently one of these students got
> a B+ on the discussion section. She understood my comments and how
> I wanted her to hone the focus of her paper. Everything was fine
> till she bumped into one of my C students who was thrilled with her
> first B section. The first student decided that her B+ was so much
> better than the other students paper, that she should have a higher
> grade.
>
> I've written to her and tried to explain that I am helping each student
> to do their best work and that I try to grade improvement (sort of
> a within-students approach). I always start with a list of
> certain necessary items (e.g., correct information, format,
> organization, proper use of citations) and then allow a few points for
> overall quality and flow. This distribution of possible points allows
> students to earn credit in different ways.
>
> I guess my question concerns "fair" grading. Is it possible to adhere
> to uniform grading standards? Is it even desirable? I think of
> my students as individuals and see my job as teaching individuals, not
> judging students by the skills and knowledge which they bring to class
> on day one. How do others deal with this?
>
> Thanks,
>
> Pam
>
> Pamela Joyce Shapiro | email: [EMAIL PROTECTED]
> Temple University | voice mail: (215) 204-9595
> Cognitive Psychology | box # 888-3214
>
>
Annette Taylor, Ph. D.
Department of Psychology E-mail: [EMAIL PROTECTED]
University of San Diego Voice: (619) 260-4006
5998 Alcala Park
San Diego, CA 92110
"Education is one of the few things a person
is willing to pay for and not get."
-- W. L. Bryan
