The question of motive, as opposed to method, can lead us to rethink basic tenets of teaching and learning and to evaluate what students have done in a manner more consistent with our ultimate educational objectives. But not all approaches to the topic result in this sort of thoughtful reflection. In fact, approaches to assessment may be classified according to their depth of analysis and willingness to question fundamental assumptions about how and why we grade. Consider three possible levels of inquiry:
One claim that Kohn makes in defending the disposal of grades is: For example, if I am given a choice between an in-class examine and a paper, I would choose to write a paper. While the exam may challenge me more, I would prefer a paper since I would most likely receive a better grade.
In class, we also saw the truth of that statement. If she knew taking the other class would guarantee her a higher grade and title of Valedictorian, than why would she take the more challenging class? If grades were not a factor, she might have chosen a class that she would have learned more from and challenged herself to work harder.
Another reason to abolish grades is because: Not only do teachers grade differently, but their grading scales could be different as well. For example, a C in one class could mean a 73, while a C in another could mean a Grades could become an arbitrary symbol and not tell students what they do or do not understand.
Similarly to what we have been discussing in class, Kohn argues that: Teachers are concerned with their students results on tests that they tend to focus on preparing students to pass the test instead of teaching what they feel is important.
I feel that without grades, teachers would have the freedom to teach what they want and allow students to gain more from lesson than just passing a test.
Though the three examples above I agree with, there are a few I question. He claims that is students are constantly rewarded for doing something, then they are likely to lose interest.
As a student, I would enjoy receiving high marks if I deserved it. These high marks would only motivate me to continue keeping these high grades. Another argument of his that I question is: The last statement I challenge is this: Though I am a student with a lot of pressure to pass, I understand the difference of right and wrong.From Degrading To De Grading Alphie Kohn Stephen ENG 23 October The Importance of Grades in School Alfie Kohn explains in his article, From Degrading to De - grading, that traditional letter/number grades are a waste of time.
The section (From Degrading to De-Grading) on "learning orientation" and "grade orientation" really captures the essence of Alfie Kohn's message. Some may say . Juma 2 was called "From Degrading to De-Grading," by Alphie Kohn. Reading this topic gave me an idea of how teachers see our writings.
I even understood some methods of grading.
|Spotlight Articles||This gets to the heart of the issue: In true learning there is an element of trust, and the best teachers inspire curiosity and nurture intrinsic motivation so children learn for the love of it.|
|Arranged by Periodical||In my experience, the most impressive teachers are those who despise the whole process of giving grades.|
The section (From Degrading to De-Grading) on "learning orientation" and "grade orientation" really captures the essence of Alfie Kohn's message. Some may say regardbouddhiste.com From Degrading To De Grading Alphie Kohn. Stephen ENG 23 October The Importance of Grades in School Alfie Kohn explains in his article, From Degrading to De-grading, that traditional letter/number grades are a waste of time.
Kohn believes teachers wrongly relish the moments they get to assign a student a grade. His opinion of the best teacher is the one that despises the grade book regardbouddhiste.com For Alfie Kohn’s blog posts, please click here. From Degrading to De-Grading COOPERATIVE LEARNING AND COLLEGE TEACHING; Spring ; Back to Top.
General Interest Periodicals. New York Times. Trophy Fury: What's Behind Claims that Kids .