@ungrading #Ungrading #edutooter
I have really taken up a term that a student shared last semester as it relates to framing ungrading.
A frequent challenge and question is what is good enough from a student work perspective?
The student shared that he consistently focused on giving a "good faith effort" which is interesting in that students often share that they could have done more, and feel they could have done more (can't we all say that about anything?)
I really like the personal and collective accountability that comes with looking at, and thinking about "good faith effort."
@ZingerLearns @ungrading @DrSuzanne In high school, in the 1950s, my father received a D on a paper. He was angry because he knew his paper was better than that of a classmate who had received an A. His teacher replied, “His paper was an A for him; your paper was a D for you.”
@ccampboyle @ungrading @DrSuzanne wow how well that captures so much about the violence, unfairness, and lack of transparency of grading. And the lasting memory!
@ZingerLearns @ccampboyle @ungrading That's what I was thinking: lack of transparency. Surprise! Your excellent paper deserves a D. Why would a teacher do that? It's sadistic.
@DrSuzanne @ccampboyle @ungrading
I also think it raises a fundamental question about what an "excellent paper" is and who gets to decide?
Why should the teacher be the sole arbiter of that?
We all have biases and preferences as teachers, why should they solely define excellence? Or some external measure like department or school or district expectations?
@ccampboyle @ZingerLearns @ungrading Yes, absolutely. These are such important questions. I’d like to see administrators reflect on this more. I see less movement at the upper levels than I do in the classroom.