This link has been bookmarked by 60 people . It was first bookmarked on 26 Oct 2017, by someone privately.
-
22 Mar 18
-
06 Feb 18
-
Not giving grades doesn't feel like a radical pedagogy for me. I've been not giving grades for 17 years. The first time I taught as instructor of record in Spring 2001, I didn't give grades. I've taught ~100 sections of courses at a half-dozen institutions in a half-dozen disciplines. I've taught traditional students, non-traditional students, for-credit, non-credit, online, in classrooms, as a tenure-track professor, as an adjunct, at SLACs, a Community College, and R1s. I was once a “Road Warrior” adjunct teaching up to nine classes per term at four institutions. I had ~300 students per semester. I didn't put grades on student work. I have only put grades on student work when I was co-teaching with someone who did. I have not always felt I could be fully transparent about my approach to grading at the institutions where I've worked.
-
-
-
Not giving grades doesn't feel like a radical pedagogy for me. I've been not giving grades for 17 years. The first time I taught as instructor of record in Spring 2001, I didn't give grades. I've taught ~100 sections of courses at a half-dozen institutions in a half-dozen disciplines. I've taught traditional students, non-traditional students, for-credit, non-credit, online, in classrooms, as a tenure-track professor, as an adjunct, at SLACs, a Community College, and R1s. I was once a “Road Warrior” adjunct teaching up to nine classes per term at four institutions. I had ~300 students per semester. I didn't put grades on student work. I have only put grades on student work when I was co-teaching with someone who did. I have not always felt I could be fully transparent about my approach to grading at the institutions where I've worked.
-
-
07 Jan 18
-
28 Nov 17
-
grades are the biggest and most insidious obstacle to education
-
Agency, dialogue, self-actualization, and social justice are not possible in a hierarchical system that pits teachers against students and encourages competition by ranking students against one another.
-
Grades (and institutional rankings) are currency for a capitalist system that reduces teaching and learning to a mere transaction.
-
Grading is a massive co-ordinated effort to take humans out of the educational process.
-
I have primarily relied on self-assessment. I turn in final grades at the end of the term, but those grades usually match the grades students have given themselves.
-
The saddest and most ironic practice in schools is how hard we try to measure how students are doing and how rarely we ever ask them.
-
While you will get a final grade at the end of the term, I will not be grading individual assignments, but rather asking questions and making comments that engage your work rather than simply evaluate it.
-
You should consider this course a “busy-work-free zone.” If an assignment does not feel productive, we can find ways to modify, remix, or repurpose the instructions.
-
-
17 Nov 17
Andy Arcand"Having high expectations and giving mostly good grades are not incompatible." @Jessifer #tg2chat https://t.co/GxnCJEvH42
-
15 Nov 17
-
13 Nov 17
-
06 Nov 17
Barbara BrayWhy I Don’t Grade via @Jessifer #moravianar #education https://t.co/TBDDiXhnNO #AMLE2017 @lfuinihetten
-
05 Nov 17
Yana BauerGr8 read on "Why I Don't Grade" by Jesse Stommel #AssessPeel #PeelEML @JimKardash1 https://t.co/Vhq0KE672e
-
04 Nov 17
-
-
grades are the biggest and most insidious obstacle to education.
-
Agency, dialogue, self-actualization, and social justice are not possible in a hierarchical system that pits teachers against students and encourages competition by ranking students against one another.
-
Certainly, metacognition, and the ability to self-assess, must be developed, but I see it as one of the most important skills we can teach in any educational environment.
-
You should consider this course a “busy-work-free zone.” If an assignment does not feel productive, we can find ways to modify, remix, or repurpose the instructions.
-
I find it strange that teachers and institutions would pre-determine outcomes before students even arrive upon the scene.
-
As educators, we have helped build (or are complicit in) a system that creates a great deal of pressure around grades. We shouldn't blame (or worse, degrade) students for the failures of that system.
-
Authentic feedback (and evaluation) means honoring subjectivity and requires that we show up as our full selves, both teachers and learners, to the work of education. Grades can't be “normed” if we recognize the complexity of learners and learning contexts. Bias can't be accounted for unless we acknowledge it.
-
Because I put myself outside of the grading loop, I can focus all my efforts on feedback and encouragement — on teaching, not grading.” Which leads me to wonder whether “graded participation” is actually an oxymoron. We can't participate authentically, can't dialogue, without first disrupting the power dynamics of grading.
-
“Research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself.”
-
“There is an extreme mismatch between what we value and how we count.”
-
a mixture of things assessed and a mixture of kinds of assessment, because the work of being a doctor (or engineer, sociologist, teacher, etc.) is sufficiently complex that any one system of measurement or indicator of supposed mastery will necessarily fail.
-
“When the how’s of assessment preoccupy us, they tend to chase the why’s back into the shadows.” Grades are not something we should have ever allowed to be naturalized. Assessment should be, by its nature, an open question.
-
-
03 Nov 17
Jeff TavernierGrading is a massive co-ordinated effort to take humans out of the educational process. https://t.co/ndV3BfD6QY
-
01 Nov 17
Arthur Preston"Grades are the biggest & most insidious obstacle to education" -an instructor who's been doing w/o them for 17 yrs: https://t.co/hrFjcEAuY0
-
Connie FinkGrading is a massive co-ordinated effort to take humans out of the educational process. https://t.co/ndV3BfD6QY
-
31 Oct 17
Martin"Grades are the biggest & most insidious obstacle to education" -an instructor who's been doing w/o them for 17 yrs: https://t.co/hrFjcEAuY0
-
Bethany Smith#loveld - love this: https://t.co/0LPq53D9eh Thnx @Jessifer for the post - and @Bali_Maha for the signpost! :-D
-
Erin Frerichs"Grades are the biggest & most insidious obstacle to education" -an instructor who's been doing w/o them for 17 yrs: https://t.co/hrFjcEAuY0
-
Benjamin Gaines"Grades are the biggest & most insidious obstacle to education" -an instructor who's been doing w/o them for 17 yrs: https://t.co/hrFjcEAuY0
-
Brian C. Smith"Grades are the biggest & most insidious obstacle to education" -an instructor who's been doing w/o them for 17 yrs: https://t.co/hrFjcEAuY0
-
-
grades are the biggest and most insidious obstacle to education
-
Agency, dialogue, self-actualization, and social justice are not possible in a hierarchical system that pits teachers against students and encourages competition by ranking students against one another
-
Grades (and institutional rankings) are currency for a capitalist system that reduces teaching and learning to a mere transaction
-
In my experience, new teachers are rarely told they have to grade, but grading is internalized as an imperative nonetheless.
-
-
Tim PettineRT @alfiekohn: "Grades are the biggest & most insidious obstacle to education" -an instructor who's been doing w/o them for 17 yrs: https:/…
-
30 Oct 17
Molly Smith"Grades are the biggest & most insidious obstacle to education" -an instructor who's been doing w/o them for 17 yrs: https://t.co/hrFjcEAuY0
-
29 Oct 17
Bryan JacksonThere are lots of alternatives to traditional assessment and ways to approach ungrading, which I'll explore further in a future post. In some ways, I am withholding the mechanics of ungrading deliberately here, because I agree with Alfie Kohn who writes, “When the how’s of assessment preoccupy us, they tend to chase the why’s back into the shadows.” Grades are not something we should have ever allowed to be naturalized. Assessment should be, by its nature, an open question.
grades assessment teaching pedagogy critical_pedagogy teacher_training student_teachers pdp schooling grading
-
28 Oct 17
Verena RobertsThoughtful, informed, learning-centered, humane. I wouldn't say radical. "Why I Don't Grade" by @jessifer https://t.co/4YiYPNGk8g ❤️
-
Verena RobertsThoughtful, informed, learning-centered, humane. I wouldn't say radical. "Why I Don't Grade" by @jessifer https://t.co/4YiYPNGk8g ❤️
-
Van Piercy“Grades are the biggest and most insidious obstacle to education. And a thorn in the side of Critical Pedagogy.” https://t.co/ndV3BfD6QY
"Grades are the biggest & most insidious obstacle to education" -an instructor who's been doing w/o them for 17 yrs: https://t.co/hrFjcEAuY0 -
Carolyn Durley...strange that teachers & institutions would pre-determine outcomes before students arrive upon the scene https://t.co/FaWxWIhZrc @Jessifer
RT @alfiekohn: "Grades are the biggest & most insidious obstacle to education" -an instructor who's been doing w/o them for 17 yrs: https:/… -
27 Oct 17
-
Paul McGuireDo you ever question why we rank children with grades?
https://t.co/jUX3rzFDKR
– Donna Miller Fry (fryed) http://twitter.com/fryed/status/923848728133406720 -
kimdarlingDo you ever question why we rank children with grades?
https://t.co/jUX3rzFDKR -
Barbara LindseyGrading is a massive co-ordinated effort to take humans out of the educational process. https://t.co/ndV3BfD6QY
-
Chris JoblingGrading is a massive co-ordinated effort to take humans out of the educational process. https://t.co/ndV3BfD6QY
-
Mark SmithersLove this by @jessifer via @14prinsp "Why I Don't Grade" https://t.co/OVwyRNAvVL #highered
-
26 Oct 17
-
Agency, dialogue, self-actualization, and social justice are not possible in a hierarchical system that pits teachers against students and encourages competition by ranking students against one another. Grades (and institutional rankings) are currency for a capitalist system that reduces teaching and learning to a mere transaction.
-
Certainly, metacognition, and the ability to self-assess, must be developed, but I see it as one of the most important skills we can teach in any educational environment.
-
In my experience, new teachers are rarely told they have to grade, but grading is internalized as an imperative nonetheless. And grades have been naturalized to the point that student expectations and anxiety can still swirl around them even when they're taken off the table.
-
Most rubrics I've seen are overly mechanistic and attempt to create objectivity and efficiency in evaluation by crashing upon the rocks of bureaucracy.
-
-
Kevin StranackGrading is a massive co-ordinated effort to take humans out of the educational process. https://t.co/ndV3BfD6QY
— Jesse Stommel (@Jessifer) October 26, 2017 -
-
I am even more certain of what I instinctively knew when I taught that first class in 2001: grades are the biggest and most insidious obstacle to education.
-
Agency, dialogue, self-actualization, and social justice are not possible in a hierarchical system that pits teachers against students and encourages competition by ranking students against one another. Grades (and institutional rankings) are currency for a capitalist system that reduces teaching and learning to a mere transaction. Grading is a massive co-ordinated effort to take humans out of the educational process.
-
While I've experimented with many alternatives to traditional assessment, I have primarily relied on self-assessment.
-
I have argued, instead, for emergent outcomes, ones that are co-created by teachers and students and revised on the fly
-
As educators, we have helped build (or are complicit in) a system that creates a great deal of pressure around grades. We shouldn't blame (or worse, degrade) students for the failures of that system.
-
“Research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself.”
-
I've long argued education should be about encouraging and rewarding not knowing more than knowing.
-
-
Daniel BoyleWhy I Don't Grade https://t.co/ndV3BfD6QY
Would you like to comment?
Join Diigo for a free account, or sign in if you are already a member.