These criteria are usmlly ommuniared todents either in th cours syllabus or

These criteria are usmlly ommuniared todents either

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These criteria are usmlly €ommuni;ared to dents either in th€ cours€ syllabus or assignment description. Thus in ordcr most accurately grade comprehension 'ye must se€ evidenc€ ofcomprehension 5oth verbal participation and in written work. ;hen grad€s or are making a case for the grade they believe they .thould- rec. :h€y often claim that rhey "worked r€aly hardt, ftey feel that ihey should b. ,larded for that hard work with nn A. But we ar€ grad inl stodent demo stl?tion ,nde\tanding of content, not the degre€ of€fort expend€d to achieve it. Efrort as not th€ same as undersrandtng. When studerrs are worried Consider thisanalogy: I am taking swimming lessons. My goal isto n an upcoming march.I see myself as putting in a tot ofefforr by mahng the I o show up for pnctice, follow my coach's instructions, and swim the numb.r aps I am assigned. My coach, howev€r, e.rpeds that I will show up and co ny practice sessionsi thus, s/he is focused on how I hold my body while ning, my breathing pattern, hip and should€r novements, smoothn€ss of md speed. In the €nd, my coach wi determine whether I am ready to Ihis determination will be nade based on my abiliiy lo demonstrate thar i cady, regardless of the degree ofefforr it takes me to reach that point. In a similar way, we are grading students on the degree of demonsrrated lerstanding ofsrudied concepts and not on perceptions of effort, €specialty ause what we as instructors see as "effort,, and what a srudent sees a;..effori', ,ften not the same. For some students, showing up to class, Iistening, and har n assignments are viewed as evidence of€trort. For instructors. this level of tualifis as the baselin€ qpectation ofany studenr. Stilt, we are nor grading (,w "h!rd a student works but on the of that work. 'lhe lollowiDg rrc common-yer problematic t)?es ofstudent rationales r'hy lhcy should gct n grade higher than what wasearned. . "t workcd rc tty hardt . I am aD A sludenrl . "l came to alltheclassest' . I spent hours doing the readinssl' . I lalked in class disctrssionst . I haDded in all my assigDments] . I have never rhought about thcse rhings before." . "Im really inte.csted in these issuesl, . I ve had othcrcourses tike thisone so I alreadyknowa rhist, . "I have to g€t a good grade or I will have to drop oull . "I hav€ be€n toing through a lot of personal issues this s€mesterl . "I learned so mu€h in this €lassl Student rationales such as these ar€ familiar to many instructors. Y€t these ra- Iionales are not credible argum€nts for receiving an A or any other gade high€r than what was earned. we undentand students' anxieties about gradesi how€ver, we urge our students to chalenge lhis anxiely because it thwarts the process of ruthentic l€arning. A final note on grading: Students often believe that the reason they rec€ived a poor grade was because the instructor didnt lik€ something they said in class. l:very institution has an appeal pro€ess for students who feel they have not been graded fairly by an inslructor this mak€s il very dimcdt to lower a studenth Srad€ just becaus€ ofsomelhing they s3id.
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  • Spring '17
  • TomMcCollow

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