Hello, I’m Alice and today we’ll be interpreting this text from a Gender/Feminist Critical Lens perspective. One might initially hesitate to think about this text in such a way because it doesn’t directly talk about gender or sexism, but it’s important to remember that any text can’t exist outside of a gender frame of reference, even something as objective as research studies on grading systems.
One key sentence from the text that strikes me as worth investigating is – “a grade-oriented environment is associated with increased levels of cheating (Anderman and Murdock, 2007), grades (whether or not accompanied by comments) promote a fear of failure even in high-achieving students”. It raises the question, we need to dig deeper – Does this grade-oriented environment and fear of failure affect boys and girls equally? Or does it reinforce damaging gender stereotypes – like boys being better suited for competition and girls being more fear-driven and compliant?
So, the first question we should try to answer is: the studies cited, have they explored or even considered possible differences in the effects of a grade-driven environment on boys and girls? Is there an equal representation of different genders in these studies? It’s essential to dig into the texts and authors of these studies to check if a male-dominated viewpoint may have overlooked various gender responses.
Our second point to ponder is: could the fear of failure in high-achieving students play out differently for boys and girls, due to cultural or societal norms and expectations? Take a moment to think about how girls and boys are typically socialized. Are boys encouraged to take risks and face failure, while girls are often encouraged to be perfect and maintain high grades at all costs?
Going forward, let’s arm ourselves with this third query: How can studies on grading systems and educational environments become more gender-aware, to not reinforce or amplify gender biases unintentionally? If we place ourselves in the shoes of researchers of the opposite gender, what new perspectives and questions might come to light?
I encourage all of us to keep these thought-provoking questions in mind as we re-read the text. Let’s see if we can dig deeper and uncover hidden gender dynamics that may be at play. Afterwards, let’s exchange our perspectives and enrich our understanding. Happy re-reading!
1. “Most of the criticisms of grading you’ll hear today were laid out forcefully and eloquently anywhere from four to eight decades ago…” – This sentence is important because it sets up the context for discussing the longstanding debates and criticisms surrounding traditional grading systems.
2. “(Crooks, 1933; De Zouche, 1945; Kirschenbaum, Simon, & Napier, 1971; Linder, 1940; Marshall, 1968)” – By mentioning the authors and their works from the past, the writer is giving the readers a sense of duration and historical depth of the issue. This is an important aspect to understand the legacy and intensity of the discussion about grading.
3. “They remind us just how long it’s been clear there’s something wrong with what we’re doing as well as just how little progress we’ve made in acting on that realization.” – This sentence is crucial as it comments on how the issues with grading have been known for a very long time but still, little action has been taken. This suggests that the problem persists which draws the reader’s attention to the severity and inertia of the issue.
Background Information:
The traditional grading system has been a topic of debate among educators and academics worldwide. Some argue that it limits creativity and passion in learning, while others see it as a necessary tool for evaluating knowledge and skills.
The figures cited (Crooks, 1933; De Zouche, 1945; Kirschenbaum, Simon, & Napier, 1971; Linder, 1940; Marshall, 1968) are various authors and scholars who have provided influential examinations and critiques of the grading system. Understanding their arguments and perspectives would help underpin those observations and criticisms mentioned in this text.
Invite to Re-read the Text:
As you dive back into this text, consider how our current understanding and viewpoints on grading have been shaped or perhaps stagnated over time. Question if there’s more you can extract, knowing the historical context, and comment on your new findings. Your insights could sow the seeds of change in this age-old debate!
So, first things first, you write “the whole enterprise [of academic assessment] really amounts to a straightforward two-step dance.” I dig this comparison, but let’s go deeper. Like, does this mean you see this educational system as some kind of choreographed performance, where each move is carefully planned and executed? And, are we talking strictly Ballroom or more Harlem Shake vibes? How could this depiction influence the reader’s perception of assessment practices?
Then you’re all like, “We need to collect information about how students are doing, and then we need to share that information (along with our judgments, perhaps) with the students and their parents.” So, you’re catching the deets on student progression, right? But why is that “perhaps” thrown in there about sharing our “judgments”? What’s up with that hesitancy? Could this be a hint at potential biases or misinterpretations in assessment? And, how does this statement reflect on the communication between school and home; is this partnership rocking or what?
You wrap it up with, “Gather and report — that’s pretty much it.” It sounds like you’re saying it’s a simple process, but we all know sometimes the simplest stuff can be the heaviest, yeah? How does this final statement reflect on the complexity of academic assessment? Are there areas of the system that you think might need some fresh eyes and a deep-dive dissection? And, just outta curiosity, can we tie in any other themes in this text, maybe looking at it with a different lens, like equity or technology, maybe?
Hi, I am reading this text from a Marxist perspective, which may initially seem unusual considering this is all about education and grading. But it’s actually extremely relevant if you consider that our educational system, like all societal systems, can reflect and even reinforce class structures and power dynamics.
One line from the text that really sticks out to me is: “Still, it takes courage to do right by kids in an era when the quantitative matters more than the qualitative, when meeting (someone else’s) standards counts for more than exploring ideas, and when anything ‘rigorous’ is automatically assumed to be valuable.”
From a social power/Marxist perspective, this sentence strongly implies that the educational system values conformity, pressed by the power of grading, over individuality and encourages students to meet societal standards primarily driven by the bourgeoisie or the ruling class. This reinforcement of the status quo through education is a key theme in Marxist theory.
In light of this, here are some questions we could ask about this text.
1. “Who benefits from the current grading system and how does it help maintain their power?” This question helps us understand how grading could be a tool for control, conceivably used by the wealthier class to shape the beliefs and behaviors of the working class.
2. “If grades were to be ‘jettisoned’, as the author suggests, how might this shift the balance of power?” In asking this, we’re probing the possibility of revolution, fundamental to a Marxist perspective.
To move the conversation forward, re-read the text with these questions in mind. Think about how grading may be a mechanism of control in society. Why do you think there is resistance to change the system? Write about your thoughts on each question and let’s uncover the hidden power structures in our world.
Everyone reads a text or a phrase differently. However, extracting keywords from a text can help you to understand it better and promote more profound comprehension. By identifying some crucial words or phrases, you can better grasp the essential message the author is trying to convey. Essentially, these keywords act as a roadmap, guiding you towards the critical points you need to focus on for a better understanding of the text.
Keywords: Definition
1. Narrative Assessments – These are detailed evaluations that provide a comprehensive explanation or a story-like version of a student’s progress. Unlike simple letter or number grades, narrative assessments provide more qualitative, in-depth information about how a student is doing in class.
2. Public and private (Kohn, 1999c) – These terms refer to different types of schools. Public schools are those financed by the government, while private schools are funded by their own resources, such as tuition fees or donations. The reference to ‘Kohn, 1999c’ is a citation indicating that this information is from a specific source named Kohn, published in 1999.
3. Eliminated grades – The phrase refers to the action of getting rid of standard letter or number grades in an educational setting.
4. Gradual process – This means that the change or transition doesn’t happen suddenly but occurs slowly or incrementally over time.
Your Turn
Now, it’s your turn. Reread the text with the defined keywords in mind. Let me know what you’re thinking about the text. Does replacing numerical grades with narrative assessments resonate with you? How do you feel about the gradual process of eliminating grades in schools? Do the differences between public and private schools matter in this case? Also, think about how these changes could impact students and teachers, and the overall benefits or potential drawbacks they could bring. Your response should include the keywords we defined together.
There’s another side to pondering such as this one.
Imagine that we’re sitting across from each other, settling into a deep discussion about the role of assessments and grading in the students’ learning journey. Naturally, perspectives could be polarized, and yours seem to lean against the very grain of these education facets with the assertion that “Rating and ranking students (and their efforts to figure things out) is inherently counterproductive.”
Could I challenge this stance for a moment?
Perhaps we could consider that assessments and grading could serve as a measure of understanding, not just an anxious hurdle. In a proper context, they could guide teachers to identify areas where a student could improve and strengths that could be further developed. This way, education becomes personalized rather than mechanistically uniform.
Think about this quote: “The recommended practices often seem prefabricated and mechanistic; the imperatives of data collection seem to upstage the children themselves and the goal of helping them become more enthusiastic about what they’re doing.” Yes, that might occur if the assessment is wielded wrongly. But couldn’t it also refer to a mismanagement of the tool rather than the tool itself?
Supporting this counter-argument is numerous academic studies that delve into the role of assessments in learning. They tap into cognitive psychology, neuroeducation, and even pedagogical frameworks like Bloom’s Taxonomy, Constructivism, or the Socio-cultural Theory of Learning.
To find reliable sources for further information about these counter-arguments, academic databases like JSTOR, ERIC, and Google Scholar could be helpful. Look for scholarly articles, influential research papers, and case studies related to your argument.
Interestingly, these assessments could serve as a reflective mirror both for the student and the educator. But this mirror can distort if not treated with care and understanding. With this counter-argument in mind, go through the text again. Do you find your viewpoint shifting or consolidating? Let’s delve into your thoughts in your reply.
because i completely relate to everything you guys said about the album, i think it’s one of the best of our times, and you managed to convey what the album is essentially about impeccably
Girls, you’ve chosen a great object of analysis since Olivia’s songs are certainly relatable. I feel that she’s one of the few artists that is truly honest when I comes to writing.
Your essay is very attractive and easy-reading, thanks for sharing it!
Using real-life examples of how de-grading improves the quality of education in classrooms gives the argument depth. It not only provides data but also shows that professionals (in this case teachers) are using this method to their benefit, the warrant being that other teachers can de-grade to similar results
The author makes a final claim stating that grades do wrong by students, and to change the traditional system would be courageously give kids the best shot.
The author states that while students can be motivated by grades, the value of this motivation does not come from the students themselves but to please others.
The study finds that students who receive grades become less interested in the content they are learning, implying that if we instead did not have grades, they would do better.
The author acknowledges that some of the practices that exist around “assessing for learning” aren’t a full proof solution and that there is still more work to be done outside of just implementing these to create a better learning environment for students
The author uses evidence about how measures used in grading aren’t the most important aspect and how there are more meaningful ways to gauge a students understanding.
The author uses this statement to show how the evidence used to defend his claim doesn’t have disputes from others within the field, hence intensifying the validity of the claim.
The author states that students will likely avoid any risk-taking when it comes to assessments that could make or break their grades and therefore not reach their full learning potential.
Teachers are able to assess their students properly to gauge whether or not they have reached the standard/benchmark without assigning a letter or number grade to it.
I don’t agree with the author’s application of this insight to formative assessment because judgement is not the same as analysis. When a student or a teacher tries to summarize performance on some overall spectrum of good to bad, this takes focus away from the task. Formative assessment does not need to do this, however, and can simply be an analysis of learning without judgement.
Counterclaim: Students need grades in order to be accepted into prestigious colleges. Rebuttal, colleges will accept students from grade free schools on the basis of narrative reports.
This paragraph belongs in the section “Why Grading Is Inherently Problematic.”
The author relies on the other arguments in the paper to prop up what would otherwise be an assertion, and effectively asks the reader to apply these arguments to whatever conception of “standards-based” grading they have.
Rebuttal 1: Comments which explain the grade, in practice, turn into justification for the grade. Data for this is provided by the source. The implied warrant is that a comment cannot both justify a grade and provide meaningful feedback.
Rebuttal 2: Comments are useless because students ignore them. Here the data is the anecdotes of a high school English teacher. The implied warrant is that students cannot benefit from words they do not read.
Rebuttal 3: Grades reduce creativity just as much or more where comments are present. The data is provided by the source. The implied warrant is that student creativity is desirable.
If, as a society, we believed that children were capable of wisely setting their own goals and the means to achieve those goals as a whole, then they wouldn’t be legal children at all. As capacities of adulthood. It’s true that self-directedness needs to be fostered and expanded at every opportunity. However, either the expectations of the instructor are legitimately prioritized over the expectations of the student, or school attendance should be made optional.
This feels like a bit of a straw man. I don’t think that would be the main argument of people against students grading themselves. To argue that people are simply against democratic classrooms or students being a part of their own assessment because they’re wary about implementing this kind of grading style doesn’t quite feel fair or accurate.
Is the counterclaim here simply “grades improve achievement?” If so, the author is not so much rebutting an argument as denying that there is data, and instead suggesting data for the exact contrary. This doesn’t necessarily make this point weaker, but it makes it hard to distinguish from the argument in paragraph 14.
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Hello, I’m Alice and today we’ll be interpreting this text from a Gender/Feminist Critical Lens perspective. One might initially hesitate to think about this text in such a way because it doesn’t directly talk about gender or sexism, but it’s important to remember that any text can’t exist outside of a gender frame of reference, even something as objective as research studies on grading systems.
One key sentence from the text that strikes me as worth investigating is – “a grade-oriented environment is associated with increased levels of cheating (Anderman and Murdock, 2007), grades (whether or not accompanied by comments) promote a fear of failure even in high-achieving students”. It raises the question, we need to dig deeper – Does this grade-oriented environment and fear of failure affect boys and girls equally? Or does it reinforce damaging gender stereotypes – like boys being better suited for competition and girls being more fear-driven and compliant?
So, the first question we should try to answer is: the studies cited, have they explored or even considered possible differences in the effects of a grade-driven environment on boys and girls? Is there an equal representation of different genders in these studies? It’s essential to dig into the texts and authors of these studies to check if a male-dominated viewpoint may have overlooked various gender responses.
Our second point to ponder is: could the fear of failure in high-achieving students play out differently for boys and girls, due to cultural or societal norms and expectations? Take a moment to think about how girls and boys are typically socialized. Are boys encouraged to take risks and face failure, while girls are often encouraged to be perfect and maintain high grades at all costs?
Going forward, let’s arm ourselves with this third query: How can studies on grading systems and educational environments become more gender-aware, to not reinforce or amplify gender biases unintentionally? If we place ourselves in the shoes of researchers of the opposite gender, what new perspectives and questions might come to light?
I encourage all of us to keep these thought-provoking questions in mind as we re-read the text. Let’s see if we can dig deeper and uncover hidden gender dynamics that may be at play. Afterwards, let’s exchange our perspectives and enrich our understanding. Happy re-reading!
Important Sentences and their significance:
1. “Most of the criticisms of grading you’ll hear today were laid out forcefully and eloquently anywhere from four to eight decades ago…” – This sentence is important because it sets up the context for discussing the longstanding debates and criticisms surrounding traditional grading systems.
2. “(Crooks, 1933; De Zouche, 1945; Kirschenbaum, Simon, & Napier, 1971; Linder, 1940; Marshall, 1968)” – By mentioning the authors and their works from the past, the writer is giving the readers a sense of duration and historical depth of the issue. This is an important aspect to understand the legacy and intensity of the discussion about grading.
3. “They remind us just how long it’s been clear there’s something wrong with what we’re doing as well as just how little progress we’ve made in acting on that realization.” – This sentence is crucial as it comments on how the issues with grading have been known for a very long time but still, little action has been taken. This suggests that the problem persists which draws the reader’s attention to the severity and inertia of the issue.
Background Information:
The traditional grading system has been a topic of debate among educators and academics worldwide. Some argue that it limits creativity and passion in learning, while others see it as a necessary tool for evaluating knowledge and skills.
The figures cited (Crooks, 1933; De Zouche, 1945; Kirschenbaum, Simon, & Napier, 1971; Linder, 1940; Marshall, 1968) are various authors and scholars who have provided influential examinations and critiques of the grading system. Understanding their arguments and perspectives would help underpin those observations and criticisms mentioned in this text.
Invite to Re-read the Text:
As you dive back into this text, consider how our current understanding and viewpoints on grading have been shaped or perhaps stagnated over time. Question if there’s more you can extract, knowing the historical context, and comment on your new findings. Your insights could sow the seeds of change in this age-old debate!
So, first things first, you write “the whole enterprise [of academic assessment] really amounts to a straightforward two-step dance.” I dig this comparison, but let’s go deeper. Like, does this mean you see this educational system as some kind of choreographed performance, where each move is carefully planned and executed? And, are we talking strictly Ballroom or more Harlem Shake vibes? How could this depiction influence the reader’s perception of assessment practices?
Then you’re all like, “We need to collect information about how students are doing, and then we need to share that information (along with our judgments, perhaps) with the students and their parents.” So, you’re catching the deets on student progression, right? But why is that “perhaps” thrown in there about sharing our “judgments”? What’s up with that hesitancy? Could this be a hint at potential biases or misinterpretations in assessment? And, how does this statement reflect on the communication between school and home; is this partnership rocking or what?
You wrap it up with, “Gather and report — that’s pretty much it.” It sounds like you’re saying it’s a simple process, but we all know sometimes the simplest stuff can be the heaviest, yeah? How does this final statement reflect on the complexity of academic assessment? Are there areas of the system that you think might need some fresh eyes and a deep-dive dissection? And, just outta curiosity, can we tie in any other themes in this text, maybe looking at it with a different lens, like equity or technology, maybe?
Hi, I am reading this text from a Marxist perspective, which may initially seem unusual considering this is all about education and grading. But it’s actually extremely relevant if you consider that our educational system, like all societal systems, can reflect and even reinforce class structures and power dynamics.
One line from the text that really sticks out to me is: “Still, it takes courage to do right by kids in an era when the quantitative matters more than the qualitative, when meeting (someone else’s) standards counts for more than exploring ideas, and when anything ‘rigorous’ is automatically assumed to be valuable.”
From a social power/Marxist perspective, this sentence strongly implies that the educational system values conformity, pressed by the power of grading, over individuality and encourages students to meet societal standards primarily driven by the bourgeoisie or the ruling class. This reinforcement of the status quo through education is a key theme in Marxist theory.
In light of this, here are some questions we could ask about this text.
1. “Who benefits from the current grading system and how does it help maintain their power?” This question helps us understand how grading could be a tool for control, conceivably used by the wealthier class to shape the beliefs and behaviors of the working class.
2. “If grades were to be ‘jettisoned’, as the author suggests, how might this shift the balance of power?” In asking this, we’re probing the possibility of revolution, fundamental to a Marxist perspective.
To move the conversation forward, re-read the text with these questions in mind. Think about how grading may be a mechanism of control in society. Why do you think there is resistance to change the system? Write about your thoughts on each question and let’s uncover the hidden power structures in our world.
Why We Do This
Everyone reads a text or a phrase differently. However, extracting keywords from a text can help you to understand it better and promote more profound comprehension. By identifying some crucial words or phrases, you can better grasp the essential message the author is trying to convey. Essentially, these keywords act as a roadmap, guiding you towards the critical points you need to focus on for a better understanding of the text.
Keywords: Definition
1. Narrative Assessments – These are detailed evaluations that provide a comprehensive explanation or a story-like version of a student’s progress. Unlike simple letter or number grades, narrative assessments provide more qualitative, in-depth information about how a student is doing in class.
2. Public and private (Kohn, 1999c) – These terms refer to different types of schools. Public schools are those financed by the government, while private schools are funded by their own resources, such as tuition fees or donations. The reference to ‘Kohn, 1999c’ is a citation indicating that this information is from a specific source named Kohn, published in 1999.
3. Eliminated grades – The phrase refers to the action of getting rid of standard letter or number grades in an educational setting.
4. Gradual process – This means that the change or transition doesn’t happen suddenly but occurs slowly or incrementally over time.
Your Turn
Now, it’s your turn. Reread the text with the defined keywords in mind. Let me know what you’re thinking about the text. Does replacing numerical grades with narrative assessments resonate with you? How do you feel about the gradual process of eliminating grades in schools? Do the differences between public and private schools matter in this case? Also, think about how these changes could impact students and teachers, and the overall benefits or potential drawbacks they could bring. Your response should include the keywords we defined together.
There’s another side to pondering such as this one.
Imagine that we’re sitting across from each other, settling into a deep discussion about the role of assessments and grading in the students’ learning journey. Naturally, perspectives could be polarized, and yours seem to lean against the very grain of these education facets with the assertion that “Rating and ranking students (and their efforts to figure things out) is inherently counterproductive.”
Could I challenge this stance for a moment?
Perhaps we could consider that assessments and grading could serve as a measure of understanding, not just an anxious hurdle. In a proper context, they could guide teachers to identify areas where a student could improve and strengths that could be further developed. This way, education becomes personalized rather than mechanistically uniform.
Think about this quote: “The recommended practices often seem prefabricated and mechanistic; the imperatives of data collection seem to upstage the children themselves and the goal of helping them become more enthusiastic about what they’re doing.” Yes, that might occur if the assessment is wielded wrongly. But couldn’t it also refer to a mismanagement of the tool rather than the tool itself?
Supporting this counter-argument is numerous academic studies that delve into the role of assessments in learning. They tap into cognitive psychology, neuroeducation, and even pedagogical frameworks like Bloom’s Taxonomy, Constructivism, or the Socio-cultural Theory of Learning.
To find reliable sources for further information about these counter-arguments, academic databases like JSTOR, ERIC, and Google Scholar could be helpful. Look for scholarly articles, influential research papers, and case studies related to your argument.
Interestingly, these assessments could serve as a reflective mirror both for the student and the educator. But this mirror can distort if not treated with care and understanding. With this counter-argument in mind, go through the text again. Do you find your viewpoint shifting or consolidating? Let’s delve into your thoughts in your reply.
because i completely relate to everything you guys said about the album, i think it’s one of the best of our times, and you managed to convey what the album is essentially about impeccably
Girls, you’ve chosen a great object of analysis since Olivia’s songs are certainly relatable. I feel that she’s one of the few artists that is truly honest when I comes to writing.
Your essay is very attractive and easy-reading, thanks for sharing it!
Using real-life examples of how de-grading improves the quality of education in classrooms gives the argument depth. It not only provides data but also shows that professionals (in this case teachers) are using this method to their benefit, the warrant being that other teachers can de-grade to similar results
The author makes a final claim stating that grades do wrong by students, and to change the traditional system would be courageously give kids the best shot.
The author states that multiple psychologists came to this conclusion, thus giving the claim more weight.
The author states that while students can be motivated by grades, the value of this motivation does not come from the students themselves but to please others.
Because of the idea that no one else has been able to discredit these findings, this gives more value to the claim.
This implies that students will stifle their own potential if grades are involved as they are afraid to fail and the easier tasks are safer.
The study finds that students who receive grades become less interested in the content they are learning, implying that if we instead did not have grades, they would do better.
I think the author asserts their viewpoint from the very beginning of the piece by including this quote. Grades take the joy out of learning!
The author acknowledges that some of the practices that exist around “assessing for learning” aren’t a full proof solution and that there is still more work to be done outside of just implementing these to create a better learning environment for students
The author uses evidence about how measures used in grading aren’t the most important aspect and how there are more meaningful ways to gauge a students understanding.
The author uses this statement to show how the evidence used to defend his claim doesn’t have disputes from others within the field, hence intensifying the validity of the claim.
The author states that students will likely avoid any risk-taking when it comes to assessments that could make or break their grades and therefore not reach their full learning potential.
Teachers are able to assess their students properly to gauge whether or not they have reached the standard/benchmark without assigning a letter or number grade to it.
I don’t agree with the author’s application of this insight to formative assessment because judgement is not the same as analysis. When a student or a teacher tries to summarize performance on some overall spectrum of good to bad, this takes focus away from the task. Formative assessment does not need to do this, however, and can simply be an analysis of learning without judgement.
Counterclaim: Students need grades in order to be accepted into prestigious colleges. Rebuttal, colleges will accept students from grade free schools on the basis of narrative reports.
This paragraph belongs in the section “Why Grading Is Inherently Problematic.”
The author relies on the other arguments in the paper to prop up what would otherwise be an assertion, and effectively asks the reader to apply these arguments to whatever conception of “standards-based” grading they have.
Rebuttal 1: Comments which explain the grade, in practice, turn into justification for the grade. Data for this is provided by the source. The implied warrant is that a comment cannot both justify a grade and provide meaningful feedback.
Rebuttal 2: Comments are useless because students ignore them. Here the data is the anecdotes of a high school English teacher. The implied warrant is that students cannot benefit from words they do not read.
Rebuttal 3: Grades reduce creativity just as much or more where comments are present. The data is provided by the source. The implied warrant is that student creativity is desirable.
If, as a society, we believed that children were capable of wisely setting their own goals and the means to achieve those goals as a whole, then they wouldn’t be legal children at all. As capacities of adulthood. It’s true that self-directedness needs to be fostered and expanded at every opportunity. However, either the expectations of the instructor are legitimately prioritized over the expectations of the student, or school attendance should be made optional.
This feels like a bit of a straw man. I don’t think that would be the main argument of people against students grading themselves. To argue that people are simply against democratic classrooms or students being a part of their own assessment because they’re wary about implementing this kind of grading style doesn’t quite feel fair or accurate.
Is the counterclaim here simply “grades improve achievement?” If so, the author is not so much rebutting an argument as denying that there is data, and instead suggesting data for the exact contrary. This doesn’t necessarily make this point weaker, but it makes it hard to distinguish from the argument in paragraph 14.
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