Comments on: What’s an ‘A’ for? https://blog.learnlets.com/2009/09/whats-an-a-for/ Clark Quinn's learnings about learning Mon, 14 Sep 2009 20:03:56 +0000 hourly 1 By: Howard https://blog.learnlets.com/2009/09/whats-an-a-for/#comment-79647 Mon, 14 Sep 2009 20:03:56 +0000 http://blog.learnlets.com/?p=1195#comment-79647 I’ve been thinking and reading on assessment around the idea that there are no perfect schemas, every assessment regiment involves tradeoffs and compromises. Objectivity vs relevance, standards vs higher order skills and creativity, etc. . .. I like your second example also. Learning involves a lot of work and putting in the effort is a big first step. Rubrics that can be easily followed are also a good guide to making the effort more productive. But it can also be flexible, and some flexibility is a good thing. Students do not fit a one size fits all profile, but many “objective measures” are standardized (read, one size measures all)
A second issue implied by your post – I’m not a fan of the thinking that all our hopes and dreams depend on K-16 ed. I believe learning is for doing and becoming. School success = becoming a great student, but life success = learning after school

]]> By: Sam https://blog.learnlets.com/2009/09/whats-an-a-for/#comment-79489 Sun, 13 Sep 2009 03:39:52 +0000 http://blog.learnlets.com/?p=1195#comment-79489 Hi,

I disagree with the pure “numbers” scheme, since I really feel that the whole point of grading is supposed to differentiate students. Hence, even if students get smarter on the average over the next decade, the grades shouldn’t rise. This guy describes several compelling reasons for why non-normalized grading is bad: http://higher-ed-reform.blogspot.com/2009/09/inflation.html.

While grades should somewhat demonstrate mastery, employs aren’t necessarily looking for people who’ve “mastered” a subject, but rather, for students who have outdone their peers, since they want to get the “best” available.

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