Work Cited:
Young, Linda Payne. “Imagine Creating Rubrics That Develop Creativity.” English Journal 99.2 (2009): 74-9. Print.
Young begins her article by emphasizing the importance of creativity and higher-level thought processes. She explains that measuring creativity in student work has been problematic, as teachers list the category “Creativity” on their rubrics without clearly identifying the levels or elements of creativity are, leading to an unfair, subjective assessment on creativity. Young asserts, “Yes, there can be a problem hen teachers assess imagination and creativity as a product without clarifying the criteria that will be used” (75). Simply telling students to be more creative will allow students exercise creativity without the fear of being punished by a lower grade. However, Young suggests that teachers need to reconstruct their rubrics to enable creativity as well as communicate criteria.
Young refers to a list of six areas indicative of creative thinking that should be addressed on a rubric (derived from Robert Sternberg): intellectual skills, knowledge, thinking styles, personality attributes for creative functioning, motivation, and environment.
While Young insists that the “purpose of using a rubric and criteria is not to put imagination and creativity in a box but to create a framework so that students and teachers can discuss, explore, and discover the limitless possibilities inherent in creatively imagining” (76), I am not convinced that her idea of a rubric allows for limitless creativity. By telling the student how the creativity should look, isn’t the teacher or professor telling the student what creativity should look like and thus not giving the student the opportunity to create? I definitely like the point that the teacher should mention the importance of creativity (so the students know that they will be rewarded and not punished for their creative endeavors), but I’m not so sure I like the idea of outlining the students’ creativity for them. I still believe that rubrics can be useful in some situations, but not in the case of promoting creativity. I believe that a guideline sheet could be must more effective in encouraging imaginative thinking.
Image from: http://staff.esuhsd.org/danielle/english%20department%20lvillage/informational.html
Wednesday, March 30, 2011
Thursday, March 17, 2011
Letting Students Do the Grading: Smart or Scary?
Work Cited:
Jaschik, Scott. “Duke Prof Gives Controversial ‘No Grades’ Experiement an A+.” USA Today 3 May 2010: n. pag. News on Education. Web. 17 Mar. 2011
Above Image Taken From: http://www.theroguenews.com/2011/02/the-weighted-grades-issue/
Cathy Davidson, English professor at Duke University, turned the responsibility of grading to the students. After much observation and research on grading systems at other colleges as well as in elementary and secondary schools, she decided to announce the standards (for example, the students had to do all of the work and attend class to gain an A). After the students signed a contract to agree to the terms, she assigned two students per week to lead discussion in class on the week’s readings and to determine whether the other students met the standards.
Davidson received positive results. The students wrote more (even though the class was not designated as a “writing intensive” course, the students each wrote about 2,000 words per week, which is three times the requirement for a course to be considered writing intensive at Duke). Furthermore, Davidson asserts that her students exhibited more creativity in their assignments and that their written language contained less jargon and less “thesaurus-itis” than she was used to reading in the past. Davidson also clarifies that she still read and commented on student writing; all she did not do was assign a grade. She explains that she cannot imagine going back to “reducing the feedback to a letter grade.”
Personally, I cannot imagine allowing my students to grade each other. Maybe in college it would be different, but in tenth grade honors English, when my teacher had us grade another student’s essay, we all got in huge fights with the person grading our essay. It was chaos. I still remember that Jack Marti gave me a 92 when I felt I deserved at least a 96 percent. (I don’t hold onto grudges…ha!). However, perhaps this type of system would work in college. I suppose I am just not brave enough to try it. It seems very unreliable—if students are very competitive, would they be more likely to give their classmates lower grades in order to make their own grades seem more on par? Or if one student resents another student for giving her a lower grade, would she try to get revenge when it’s her turn to grade? Or vice versa, for a student who was awarded a superb grade, would he feel obligated to give a good grade to that peer later? I suppose the fact that the teacher read everything could keep this all in check, but at the start of my teaching career, I do not feel like this is something I am ready to try. I’ll stick to the traditional grading method.
Jaschik, Scott. “Duke Prof Gives Controversial ‘No Grades’ Experiement an A+.” USA Today 3 May 2010: n. pag. News on Education. Web. 17 Mar. 2011
Above Image Taken From: http://www.theroguenews.com/2011/02/the-weighted-grades-issue/
Cathy Davidson, English professor at Duke University, turned the responsibility of grading to the students. After much observation and research on grading systems at other colleges as well as in elementary and secondary schools, she decided to announce the standards (for example, the students had to do all of the work and attend class to gain an A). After the students signed a contract to agree to the terms, she assigned two students per week to lead discussion in class on the week’s readings and to determine whether the other students met the standards.
Davidson received positive results. The students wrote more (even though the class was not designated as a “writing intensive” course, the students each wrote about 2,000 words per week, which is three times the requirement for a course to be considered writing intensive at Duke). Furthermore, Davidson asserts that her students exhibited more creativity in their assignments and that their written language contained less jargon and less “thesaurus-itis” than she was used to reading in the past. Davidson also clarifies that she still read and commented on student writing; all she did not do was assign a grade. She explains that she cannot imagine going back to “reducing the feedback to a letter grade.”
Personally, I cannot imagine allowing my students to grade each other. Maybe in college it would be different, but in tenth grade honors English, when my teacher had us grade another student’s essay, we all got in huge fights with the person grading our essay. It was chaos. I still remember that Jack Marti gave me a 92 when I felt I deserved at least a 96 percent. (I don’t hold onto grudges…ha!). However, perhaps this type of system would work in college. I suppose I am just not brave enough to try it. It seems very unreliable—if students are very competitive, would they be more likely to give their classmates lower grades in order to make their own grades seem more on par? Or if one student resents another student for giving her a lower grade, would she try to get revenge when it’s her turn to grade? Or vice versa, for a student who was awarded a superb grade, would he feel obligated to give a good grade to that peer later? I suppose the fact that the teacher read everything could keep this all in check, but at the start of my teaching career, I do not feel like this is something I am ready to try. I’ll stick to the traditional grading method.
Thursday, March 10, 2011
Another Contemplation of Rubric Use
Work Cited:
Reddy, Y. Malini and Heidi Andrade. “A Review of Rubric Use in Higher Education.” Assessment and Evaluation in Higher Education 35.4 (2010): 435-48. ERIC. Web. 28 Feb. 2011.
Reddy and Andrade begin by defining the word “rubric” as “a document that articulates the expectations for an assignment by listing the criteria or what counts, and describing levels of quality from excellent to poor” (435). Next they review the research conducted on the use of rubrics at the college level. Two studies—one conducted by Petkov and Petkova and another by Reitmeier, Svendsen, and Vrchota—suggest that the use of rubrics improves academic accomplishment, while a third study—by Powell—does not support this notion. Furthermore, several studies have demonstrated that rubrics can help detect specific areas for improvement in courses and programs. In other words, rubrics have the possibility to act as “instructional illuminators” (qtd. on page 441), or provide feedback to instructors and departments on which skills students have mastered and which they have not. Several studies have shown that the language used in rubrics is important because it can be more accurately and consistently interpreted by instructors, students, and scorers. Reddy and Andrade end the article by suggesting further research regarding rubrics in the areas of research methodologies, geographical focus, validity and reliability, and the promotion of learning.
In my research on rubrics, for this class and for my ENC 5705 class, I have noticed that rubrics do serve a few beneficial roles, just not the one I had originally assumed. Rubrics seem to be nice for standardizing and articulating what problems students have across a class, course, or institution. They also, if written using clear language, can help articulate an assignment to the students in a straightforward manner. However, I had originally believed that rubrics would be essential in my future career as a teacher because it would ensure that the students and I are on the same page as far as the grading criteria. While this may be true in some instances, I am realizing that students can still argue the rubric; if a student is determined to get back points, they will argue either way. I think a guideline sheet would work just as well and may be less stifling for the students. I would not want to be the reason that a student held back a creative idea or put forth less effort—all because the rubric provided lower standards for an A. I grew up without rubrics, and I think I am doing okay in life. While I think rubrics may be appropriate in some cases for certain assignments (perhaps a portfolio which has so many components, I may need some guidance to grade fairly), I do not plan on using one for every assignment, unless the school I work for requires it. Then I will use one with a smile on my face. If not required, then I will give students a list of guidelines listing possibilities instead of minimum requirements. (For example, “You may choose to write your Auto-ethnography in any form you prefer, such as a short story, play, autobiography, or letter to your previous English teachers”). I would rather open the door of imagination for my students than slam it, lock it, and swallow the key.
Reddy, Y. Malini and Heidi Andrade. “A Review of Rubric Use in Higher Education.” Assessment and Evaluation in Higher Education 35.4 (2010): 435-48. ERIC. Web. 28 Feb. 2011.
Reddy and Andrade begin by defining the word “rubric” as “a document that articulates the expectations for an assignment by listing the criteria or what counts, and describing levels of quality from excellent to poor” (435). Next they review the research conducted on the use of rubrics at the college level. Two studies—one conducted by Petkov and Petkova and another by Reitmeier, Svendsen, and Vrchota—suggest that the use of rubrics improves academic accomplishment, while a third study—by Powell—does not support this notion. Furthermore, several studies have demonstrated that rubrics can help detect specific areas for improvement in courses and programs. In other words, rubrics have the possibility to act as “instructional illuminators” (qtd. on page 441), or provide feedback to instructors and departments on which skills students have mastered and which they have not. Several studies have shown that the language used in rubrics is important because it can be more accurately and consistently interpreted by instructors, students, and scorers. Reddy and Andrade end the article by suggesting further research regarding rubrics in the areas of research methodologies, geographical focus, validity and reliability, and the promotion of learning.
In my research on rubrics, for this class and for my ENC 5705 class, I have noticed that rubrics do serve a few beneficial roles, just not the one I had originally assumed. Rubrics seem to be nice for standardizing and articulating what problems students have across a class, course, or institution. They also, if written using clear language, can help articulate an assignment to the students in a straightforward manner. However, I had originally believed that rubrics would be essential in my future career as a teacher because it would ensure that the students and I are on the same page as far as the grading criteria. While this may be true in some instances, I am realizing that students can still argue the rubric; if a student is determined to get back points, they will argue either way. I think a guideline sheet would work just as well and may be less stifling for the students. I would not want to be the reason that a student held back a creative idea or put forth less effort—all because the rubric provided lower standards for an A. I grew up without rubrics, and I think I am doing okay in life. While I think rubrics may be appropriate in some cases for certain assignments (perhaps a portfolio which has so many components, I may need some guidance to grade fairly), I do not plan on using one for every assignment, unless the school I work for requires it. Then I will use one with a smile on my face. If not required, then I will give students a list of guidelines listing possibilities instead of minimum requirements. (For example, “You may choose to write your Auto-ethnography in any form you prefer, such as a short story, play, autobiography, or letter to your previous English teachers”). I would rather open the door of imagination for my students than slam it, lock it, and swallow the key.
Thursday, March 3, 2011
Grade Inflation or Really Smart Students?
Work Cited:
Mitchell, Abby. "Students, Profs Talk Grade Inflation.” Columbia Spectator 28 Jan. 2011: n. pag. Web. 3 Mar. 2011. < http://www.columbiaspectator.com/2011/01/28/students-profs-talk-grade-inflation>.
Above Image Taken From: http://www.bruceeisner.com/new_culture/2009/06/-are-smart-drugs-the-answer-to-bad-moodsand-a-bad-economy-discover.html
A leak of a document revealed that approximately one in twelve Columbia undergraduates earned a 4.0 last semester. Retired Duke professor, Stuart Rojstaczer, explains that Columbia’s grades are comparable to other “selective, private institutions that have seen their grades go up since the mid-1980s.”
While a spokesperson from the Division of Student Affairs refused to provide school-wide distributions from last semester (the leak was only from the School of Engineering and Applied Sciences), past grade distributions are available. Apparently, 52 percent of grades in Columbia College for the 2005-2006 school year were A-minuses or above, 5 percent more than in the year 2000.
Susan Elmes, director of undergraduate studies in the economics department, admits that teachers are reluctant to give grades lower than a B-plus. On the other hand, Jack Snyder, director of undergraduate studies in the political science department, suggests that high achievement at Columbia is not necessarily negative. He calls Columbia and the other Ivy Schools “Lake Wobegone” where the students are all above average in their academic capacities. He asserts that they all should be earning high grades. However, he adds that there should be some sort of grade distribution that allows professors to distinguish between “truly exceptional performance and merely solid achievement.”
I do believe that grade inflation is hurting the value of a college degree. Students of very different intellectual capabilities are coming out with the same grades and entering the workforce. However, I am reluctant to say that I want to be graded more harshly, because I would be afraid that other institutions are still grading more easily and that I will appear to be less competent than someone who is actually less competent than myself. On the other hand, if all schools were to start grading on a higher standard, I would be fine with that because it would be fair.
Mitchell, Abby. "Students, Profs Talk Grade Inflation.” Columbia Spectator 28 Jan. 2011: n. pag. Web. 3 Mar. 2011. < http://www.columbiaspectator.com/2011/01/28/students-profs-talk-grade-inflation>.
Above Image Taken From: http://www.bruceeisner.com/new_culture/2009/06/-are-smart-drugs-the-answer-to-bad-moodsand-a-bad-economy-discover.html
A leak of a document revealed that approximately one in twelve Columbia undergraduates earned a 4.0 last semester. Retired Duke professor, Stuart Rojstaczer, explains that Columbia’s grades are comparable to other “selective, private institutions that have seen their grades go up since the mid-1980s.”
While a spokesperson from the Division of Student Affairs refused to provide school-wide distributions from last semester (the leak was only from the School of Engineering and Applied Sciences), past grade distributions are available. Apparently, 52 percent of grades in Columbia College for the 2005-2006 school year were A-minuses or above, 5 percent more than in the year 2000.
Susan Elmes, director of undergraduate studies in the economics department, admits that teachers are reluctant to give grades lower than a B-plus. On the other hand, Jack Snyder, director of undergraduate studies in the political science department, suggests that high achievement at Columbia is not necessarily negative. He calls Columbia and the other Ivy Schools “Lake Wobegone” where the students are all above average in their academic capacities. He asserts that they all should be earning high grades. However, he adds that there should be some sort of grade distribution that allows professors to distinguish between “truly exceptional performance and merely solid achievement.”
I do believe that grade inflation is hurting the value of a college degree. Students of very different intellectual capabilities are coming out with the same grades and entering the workforce. However, I am reluctant to say that I want to be graded more harshly, because I would be afraid that other institutions are still grading more easily and that I will appear to be less competent than someone who is actually less competent than myself. On the other hand, if all schools were to start grading on a higher standard, I would be fine with that because it would be fair.
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