For this class, the focus will be on learning and not the grade. I know that this is going to go against much of what the students have been "trained" in but in order to promote curiosity, questioning, and intellectual risk-taking, the barriers to these things need to be taken away.
"The master's tools will never dismantle the master's house."
- Activist and Scholar Audre Lorde (1984)
The system that we are currently in still demands a grade. How I am structuring "grades" in the class is that the students themselves will be evaluating their learning and justifying where they are with evidence that supports their position.
Because I am not concerned about grades does not mean I am not concerned about learning. I want to foster an environment of reflection and growth in order for students to achieve their levels of learning.
Please keep the following things in mind about your evaluation of your learning.
In Order to Grade Comprehension, Instructors Must See Demonstration of Comprehension.
This can be verbally by discussions or questions being asked during class or this could be demonstrated in writing. Comprehension of the terms and concepts is important. The use of specific language that is used to show this learning is essential in helping your teaching understand what you have learned.
Effort Is Not the Same as Understanding.
The following are common student rationales heard for why they should get a higher grade.
"I worked really hard."
"I came to all the classes."
"I listened."
"I handed in all my assignments."
"I spent hours doing the readings."
This is a process will be different for and we will continue to work on throughout this quarter, semester and school year.
Sources
Is Everyone Really Equal: An Introduction to Key Concepts in Social Justice Education by Özlem Sensoy and Robin DiAngelo
Human Restoration Project
"The master's tools will never dismantle the master's house."
- Activist and Scholar Audre Lorde (1984)
The system that we are currently in still demands a grade. How I am structuring "grades" in the class is that the students themselves will be evaluating their learning and justifying where they are with evidence that supports their position.
Because I am not concerned about grades does not mean I am not concerned about learning. I want to foster an environment of reflection and growth in order for students to achieve their levels of learning.
Please keep the following things in mind about your evaluation of your learning.
In Order to Grade Comprehension, Instructors Must See Demonstration of Comprehension.
This can be verbally by discussions or questions being asked during class or this could be demonstrated in writing. Comprehension of the terms and concepts is important. The use of specific language that is used to show this learning is essential in helping your teaching understand what you have learned.
Effort Is Not the Same as Understanding.
The following are common student rationales heard for why they should get a higher grade.
"I worked really hard."
"I came to all the classes."
"I listened."
"I handed in all my assignments."
"I spent hours doing the readings."
This is a process will be different for and we will continue to work on throughout this quarter, semester and school year.
Sources
Is Everyone Really Equal: An Introduction to Key Concepts in Social Justice Education by Özlem Sensoy and Robin DiAngelo
Human Restoration Project