{[ promptMessage ]}

Bookmark it

{[ promptMessage ]}

article #5 - Cory LAI 350F Article#5 “Grading” Thomas...

Info iconThis preview shows pages 1–2. Sign up to view the full content.

View Full Document Right Arrow Icon

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: Cory LAI 350F Article #5 “Grading” Thomas Guskey’s article may have been one of the most surprising articles I’ve read thus far. Not because the information itself was surprising, but because of the road it has taken to get here and the complexity such a simple thing like grading takes on when it’s dissected. It’s hard to deny that grading is an integral part of education and deserves the importance assigned to it. The recommendation that most surprised me in this article was the third bullet of the agreement section. It states that no matter what method of grading is used, grading and reporting remain inherently subjective. I guess it surprised me because I happen to be a very analytical thinker; my feeling is that with the right method objectivity can always be obtained and that subjectivity is only the result of a flaw in the method. To say that my feelings will interfere with my grading is only true if I fail when I establish my grading scheme. Of course I say this from the view of a perspective science teacher where objectivity is possible. I think for an art teacher say this from the view of a perspective science teacher where objectivity is possible....
View Full Document

{[ snackBarMessage ]}

Page1 / 2

article #5 - Cory LAI 350F Article#5 “Grading” Thomas...

This preview shows document pages 1 - 2. Sign up to view the full document.

View Full Document Right Arrow Icon bookmark
Ask a homework question - tutors are online