As the end of the semester quickly approaches, I have grades on my mind. My students in 1301 are expecting their grades in a timely fashion, and they're scrambling to do last-minute work to get their grades where they want them to be. At grading time, I always think a great deal on the notion of "fairness." As an exemplary student, I've rarely been treated normally. I seek to treat each of my students as a gifted student as I have most frequently been treated. In recent discussion with a colleague, we debated whether ENGL 1301 should be treated as a "weeder" course. I vehemently said, "No." Our job in 1301 is to coach students. My athletic experience tells me coaches drive students to work their hardest. Coaches model the behaviors they expect from their students. Coaches have high expectations. Coaches are direct, frank, and honest. Coaches prepare athletes for the upcoming game.
I find myself building students up and giving them feedback with pointers for the future: "I appreciate the work you've done here. It works well because.... These aspects will help you as you continue through the university.... I've been lenient here, but you won't have that luxury in 1302, so be prepared to turn everything in on time or early...." As I wrap up the semester, I have to give a lot of thought into fairness in assigning grades, which are in many ways subjective. Each student shines in his/her own way -- some in writing and online discussion, others in class discussion. I noticed that a few of my best in-class students are performing "poorly" when measured by the traditional methods of grading. Missing written work has been balanced by exemplary participation in class. I've revisited my syllabus several times this term to make sure I've provided space (see Parker Palmer & Mary Rose O'Reilley) for each student to develop independently and collaboratively (see Windsor). I return to ask myself whether my grading is "fair" if I'm measuring students by their understanding and meeting of the course objectives, whether in their own form or according to some formulaic objective standard that may not represent real life.
Many students who are just under the passing "C" grade don't seem worried, while others just under the "A" grade are extremely worried. At times such as this, I am appreciative of the grading scale offered by the university in these courses, 90-100% is a 4.0, though I know some students have worked far more than others to revise and perfect every one of their papers and to earn high 90's, while others have relied on previous knowledge to get them into their comfortable "A zones." At this point, it is really upon my shoulders to know our system and to know how each of the students has shone independently. If I am put into a position to defend my grading, I can say with confidence that I have measured fairly each student against the course objectives. I can provide concrete examples of the students' work and communications in addition to personal struggles each has overcome to perform in my class. This is how I measure "fairness" in a subjective world of grading.
Many students who are just under the passing "C" grade don't seem worried, while others just under the "A" grade are extremely worried. At times such as this, I am appreciative of the grading scale offered by the university in these courses, 90-100% is a 4.0, though I know some students have worked far more than others to revise and perfect every one of their papers and to earn high 90's, while others have relied on previous knowledge to get them into their comfortable "A zones." At this point, it is really upon my shoulders to know our system and to know how each of the students has shone independently. If I am put into a position to defend my grading, I can say with confidence that I have measured fairly each student against the course objectives. I can provide concrete examples of the students' work and communications in addition to personal struggles each has overcome to perform in my class. This is how I measure "fairness" in a subjective world of grading.
Good thinking here. We should always think about both validity and reliability, especially in terms of fairness in ways you suggest here. What are some ways to ensure fairness?
ReplyDelete"Fairness" is such a subjective term that I find it difficult to define as a constant. Every student enters the classroom with different background experiences and knowledge. I make my goal as an instructor to treat everyone as "fairly" as possible, which means some students will receive a lot of help in certain areas where others may need only a minimum of guidance. "Fairness" is discovered in making sure everyone gains the knowledge needed to meet course objectives. Measuring everyone by the exact same standards and expectations is problematic to me because everyone shines in his or her own way. Building relationships with students to learn their learning styles, and having meaning conversations about their work helps me as an instructor. This is part of my teaching philosophy, which has changed greatly since I decided around age 9 that I wanted to teach. Those who have been most influential in my education are those who have engaged with me on a personal level and understood that I am difficult to "normalize." Together, we have worked to recognize and appreciate my weaknesses. Most importantly, I have learned to forgive myself for what others might label as imperfections or not measuring up to certain standards, for I, and many students shine in ways not measured by a narrow definition of "fairness." I try to always be aware of this as I offer my students the same mentorship, understanding, and forgiveness I have received throughout my own life. I predict I will one day be asked to defend my interpretations of "fairness," so I always ask myself whether my actions are defensible before I make difficult decisions in grading, allowing late work, etc. Perhaps a good word of advice in academia is to rely upon the scholarship of others and to cite proven theory when building a defense?
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