Fairness
Now this is an interesting topic.
I would say this is one of the more difficult methods for grading. I know a lot of instructor’s grade on a Bell or some other method for evaluating assignments, but I don't use these methods.
At the beginning of each quarter there is a detail questionnaire they fill out about their knowledge and experience in this subject being taught. Some students have been in this field for a long time, so I grade them at a higher level than do the students that have no experience in this field or subject.
I also have found that some students are missing information that should have been taught at a lower class and for whatever reason were not. This also factors into my grading decisions. My problem is I only teach advance classes, so I never teach the lower and more basic classes. I would say this is where my frustration lies.
Good effort is also an important criteria in grading. I current have a Telecom Manager in one of my Senior level Telecom courses. But she doesn't turn in great work. She knows her subject, but just lacks that extra effort to make her assignments really good. So this is downgraded.
I have verbally spoken with her and she knows it and doesn't agree with me. Work is keeping her really busy, so her grades are being affected.
These are my thoughts on fairness.
By the way, when I make mistakes in my course and students do find them, I reward them (and I get these mistakes corrected ASAP). Fairness goes both ways and is a 50/50 proposition.
Donald,
Interesting way of looking at things/the world. Thanks for your input.
I am not so sure that fairness is possible. What I think is possible is impartial justice. Where is the fairness to test a child about a giraffe if that person does not even know what the animal looks like. The world is not fair, but it can be just. This is my opinion.
Leah,
If you are feeling frustration, you are probably doing the right thing. :-). Keep heading in the it direction.
It is interesting I teach a mixture of classes in the math world both lower level and advanced level. I find frustration at each level. In the lower level I expect my students to have more basic skills such as how to add, multiply or find a percent (things I consider more life skills) and at the advanced level I find they are lacking skills from lower level. I find it is tough to be fair especially online when you can't get a good handle on their effort/past experiences. I try to be as fair as possible by setting standards via rubrics and sticking to them but there will always be issues!
Jesse,
Positive feedback is good, but make sure you have specific feedback and information that will help them improve. Thanks!
Valerie,
It's so true. Many times I have taught two sections of the same course and the students progress at different rates, have different questions, etc. It's great you recognize this.
I always give positive feedback to help encourage them.
I agree. every group is different. Sometimes you may have a class that catches on to things easily, then you may have a class that needs more explaining
Christopher,
Consistent standards are important; however, if you want to inspire students to show how much they know and how much they have learned in the course, electronic portfolios can be an effective tool. Students can post projects and show their growth. Thanks for your input.
I would have to disagree on having two sets of standards for grading students in your course. On the surface that doesn't seem fair or just. Grading students who have been in the field longer is not something that I would feel comfortable doing. They are held to a higher standard in the class this action alone could cause them to become "withdrawn" form the class or worse combative which is not the desired outcome.
Kimberly,
Rubrics can help instructors be more consistent in evaluation and also help students understand what is expected. This helps all involved. Thanks.
Fairness in grading can become a big issue. In some instances the exam is in your favor when using standardized methods . In an online situation, the results tend to be more biased and comparisons are often made between students.
Ginny & Scott,
Thanks for your communication. Keep up the good work.
Hi Scott,
In a Public Speaking course, I find that I do the same thing. If the student is "capable" of doing much better, I tend to reflect on that during the grading process. At the same time, if a student exceeds my expectations, and surprises me (pleasantly), the grade reflects that as well.
I find it disheartening when students "fall through the cracks", (for lack of a better phrase), and do not obtain the basic skills needed for college courses.
I enjoyed reading your post.
Ginny Anderson-Klasen
Jessica,
Using rubrics can help you be more objective. It's important to evaluate all students alike. Thanks!
Krystal,
I am not big on curving grades. I provide many opportunities for them to succeed in the course without a curve. Thanks for your input.
I agree sometimes fairness is a interesting angle in a classroom. A certain level of commitment to excellence is expected and when not delivered as an instructor I get dissapointed. I need to use the tools learned here to be more objective and encouraging.Jess
I think it's hard when you are pressured into grading on a certain curve. Sometimes, you just have a really awesome group, and it seems unfair to punish the ones who happen to be not-quite-as-awesome (but still performing very well).
Scott,
I'm glag you found this interesting. Thanks for your input. It's great that you use a diagnostic assessment in which you ask student what they already know. And, I agree with making mistakes right. I never punish the students for my mistakes. Nice job. Keep up the good work.
