8 ms·

I admit I didn't read the entire conversation so I can't give an absolute opinion on it, but the following passage stuck out to me: The problem with that, is t

I admit I didn't read the entire conversation so I can't give an absolute opinion on it, but the following passage stuck out to me: The problem with that, is that for the student who does well from the very beginning and gets A's on everything, their performance is fine, their average is an A, but for the student who struggles at the beginning and gets very low grades, D's and C's and even F's as they are in the process of learning, and even on early quizzes when they demonstrate mastery on the test and let's say they get an A on the test, because they have those earlier grades that ostensibly were for assignments and assessments that were on the path to learning, that they were supposed to learn from, and that they weren't even supposed to have learned everything yet, when we include those early scores, it pulls down the final grades, so it actually misrepresents the level of mastery that a student has ultimately demonstrated. I tend to be skeptical of the term "equity" since I strongly disagree with a lot of the thinking that goes along with it, but I can empathize with the above statement. Anyone who works with data knows that using an average can product highly misleading numbers, so he's correct on that point. But also the idea that a student is supposed to be learning and improving, and that expecting A's across the board defeats that purpose, seems totally reasonable.

professoretc 5y ago
The authors of Grading for Equity spoke at my school and the experience was an interesting one: the Humanities faculty constantly tried to move the conversation toward the topics traditionally associated with "equity": systemic racism, how the California college system was designed to exclude everyone but white males, etc. But the authors basically ignored those attempts and gave what (I though) was some really good, practical advice for improving grading practices. A few of their suggestions (preferring partial credit to pass/fail, in particular) came across to me as being motivated more to increase scores than to make them more accurate, but by and large the whole talk was very good.
mklepaczewski 5y ago
Unfortunately, we humans quickly loose knowledge. Studies have shown that refreshing knowledge in intervals gives much better results in terms of information/skill retention. So, with high probability we can infer that a student who studied throughout semester is going to retain a lot more knowledge and skills than a student who powered through a course material in a week.
boplicity 5y ago
It seems to me that the term "equity" triggers a lot of people. As someone who only sees it as a positive term, can you explain the skepticism around this? I understand that there are quite a lot of controversial things related to racial justice -- many of which do seem to be clearly controversial -- but I don't understand how this relates to the idea of equity. I would appreciate an explanation. (I'm not looking for a heated conversation here, just trying to understand different perspectives!)
- knubie 5y ago
  The term "equity" is part of a suite of coded jargon that is often used by members of the so-called critical social justice movement. It is a loaded term that in most cases means "redistribution," or as a sort of antonym for "meritocracy." For example if current grading practices are based on merit, then it is not equitable, as some students will naturally have higher grades than others. The solution, then, is to change the grading system so that good grades may be "redistributed" to lower performers and achieve a more "equal" outcome.
  - professoretc 5y ago
    I heard a few faculty suggest that at my school and my reply is always, if I fail everyone, isn't that also equitable? (I.e., if "equity" in final grades is your single goal, adding 100 points to everyone's grade, and subtracting 100 points from everyone's grade will have the same effect.) And of course people react with horror and talk about how unfair that would be, revealing that deep down, they really do believe that grades should be tied to student performance.
    - simiones 5y ago
      But that's just it: this is a misunderstanding of what "equity" means, and it is certainly a misunderstanding of what the author/interviewee meant by it. The article is strongly about more performance-oriented, meritocratic grading, not less so. It considers this to be a problem of equity since current grading practices (in the opinion/experience of the author, at least) disadvantage certain students who perform better than others but have other problems (less access to tutors, less time for homework, less preparation before class etc).
loughnane 5y ago
I agree. Finding a balance is tough though. On one end of the spectrum you grade work throughout the semester, which has the failings you mention above. On the other end a “final” of some sort is worth 100% of the grade, which feels too high stakes to be a reliable representation of what students truly understand. I hope to find an explicit recommendation for a good balance.
- professoretc 5y ago
  The solution I use is to allow later grades to replace earlier grades. This works best if you can assign each graded item to a specific "topic", so that you can say "your grade on each topic is the highest grade you receive throughout the quarter" or whatever. Then at the end, you calculate their final course grade from some combination of the topic grades. (The easiest way is just to set a pass/fail threshold for each topic and then base their final grade on the number of topics passed.) You can adjust the ratio of replacement to averaging so that you're not totally throwing out earlier results, if you want to do that.
  - loughnane 5y ago
    That’s a neat approach. I like it.
    - professoretc 5y ago
      I got the idea for this system from Nilson and Stanny's Specifications Grading: https://styluspub.presswarehouse.com/browse/book/9781620362426/Specifications-Grading https://styluspub.presswarehouse.com/browse/book/97816203624...
- cosmojg 5y ago
  I can imagine a system where students are graded relative to the median performance on each exam and assignment, and if what the article is saying is true, we can expect this median to rise on its own as the semester progresses. Naturally, this would place more weight on later performance and less weight on earlier performance. Alternatively, one could keep their existing grading system and simply use some sort of quadratic weighting scheme which continuously increases the effect of an exam or assignment on a student's final grade as the end of the semester approaches. This would be a lot easier to write down on a syllabus but might disincentivize effort spent earlier in the class.
avasylev 5y ago
From my own experience as student, having only final test matter, removes the motivation for doing work during the semester and only preping last month/weeks before the test. Which is not as good learning as putting work thru the whole semester. The earlier assignments/tests/projects are covering only chunks of materical, which students supposed to learn in incremetns as they progress thru semester. If student is getting Ds thru all incremental steps, they are not magically getting A at the final test.
- mpalmer 5y ago
  So maybe there's an approach that weights earlier grades heavier if and only if the final exam grade falls short? E.g. if I get an A on the final, the C average I've maintained until that point matters less to my overall grade for the semester. No system is perfect and there will be inadvertent and undesirable incentives to underperform one way or another, but I like the idea of a system that focuses on rewarding improvement.
- tenaciousDaniel 5y ago
  That's a good point

professoretc 5y ago

The authors of Grading for Equity spoke at my school and the experience was an interesting one: the Humanities faculty constantly tried to move the conversation toward the topics traditionally associated with "equity": systemic racism, how the California college system was designed to exclude everyone but white males, etc. But the authors basically ignored those attempts and gave what (I though) was some really good, practical advice for improving grading practices. A few of their suggestions (preferring partial credit to pass/fail, in particular) came across to me as being motivated more to increase scores than to make them more accurate, but by and large the whole talk was very good.

mklepaczewski 5y ago

Unfortunately, we humans quickly loose knowledge. Studies have shown that refreshing knowledge in intervals gives much better results in terms of information/skill retention. So, with high probability we can infer that a student who studied throughout semester is going to retain a lot more knowledge and skills than a student who powered through a course material in a week.

boplicity 5y ago

It seems to me that the term "equity" triggers a lot of people. As someone who only sees it as a positive term, can you explain the skepticism around this? I understand that there are quite a lot of controversial things related to racial justice -- many of which do seem to be clearly controversial -- but I don't understand how this relates to the idea of equity. I would appreciate an explanation. (I'm not looking for a heated conversation here, just trying to understand different perspectives!)

knubie 5y ago
The term "equity" is part of a suite of coded jargon that is often used by members of the so-called critical social justice movement. It is a loaded term that in most cases means "redistribution," or as a sort of antonym for "meritocracy." For example if current grading practices are based on merit, then it is not equitable, as some students will naturally have higher grades than others. The solution, then, is to change the grading system so that good grades may be "redistributed" to lower performers and achieve a more "equal" outcome.
- professoretc 5y ago
  I heard a few faculty suggest that at my school and my reply is always, if I fail everyone, isn't that also equitable? (I.e., if "equity" in final grades is your single goal, adding 100 points to everyone's grade, and subtracting 100 points from everyone's grade will have the same effect.) And of course people react with horror and talk about how unfair that would be, revealing that deep down, they really do believe that grades should be tied to student performance.
  - simiones 5y ago
    But that's just it: this is a misunderstanding of what "equity" means, and it is certainly a misunderstanding of what the author/interviewee meant by it. The article is strongly about more performance-oriented, meritocratic grading, not less so. It considers this to be a problem of equity since current grading practices (in the opinion/experience of the author, at least) disadvantage certain students who perform better than others but have other problems (less access to tutors, less time for homework, less preparation before class etc).

loughnane 5y ago

I agree. Finding a balance is tough though. On one end of the spectrum you grade work throughout the semester, which has the failings you mention above. On the other end a “final” of some sort is worth 100% of the grade, which feels too high stakes to be a reliable representation of what students truly understand. I hope to find an explicit recommendation for a good balance.

professoretc 5y ago
The solution I use is to allow later grades to replace earlier grades. This works best if you can assign each graded item to a specific "topic", so that you can say "your grade on each topic is the highest grade you receive throughout the quarter" or whatever. Then at the end, you calculate their final course grade from some combination of the topic grades. (The easiest way is just to set a pass/fail threshold for each topic and then base their final grade on the number of topics passed.) You can adjust the ratio of replacement to averaging so that you're not totally throwing out earlier results, if you want to do that.
- loughnane 5y ago
  That’s a neat approach. I like it.
  - professoretc 5y ago
    I got the idea for this system from Nilson and Stanny's Specifications Grading: https://styluspub.presswarehouse.com/browse/book/9781620362426/Specifications-Grading https://styluspub.presswarehouse.com/browse/book/97816203624...
cosmojg 5y ago
I can imagine a system where students are graded relative to the median performance on each exam and assignment, and if what the article is saying is true, we can expect this median to rise on its own as the semester progresses. Naturally, this would place more weight on later performance and less weight on earlier performance. Alternatively, one could keep their existing grading system and simply use some sort of quadratic weighting scheme which continuously increases the effect of an exam or assignment on a student's final grade as the end of the semester approaches. This would be a lot easier to write down on a syllabus but might disincentivize effort spent earlier in the class.

avasylev 5y ago

From my own experience as student, having only final test matter, removes the motivation for doing work during the semester and only preping last month/weeks before the test. Which is not as good learning as putting work thru the whole semester. The earlier assignments/tests/projects are covering only chunks of materical, which students supposed to learn in incremetns as they progress thru semester. If student is getting Ds thru all incremental steps, they are not magically getting A at the final test.

mpalmer 5y ago
So maybe there's an approach that weights earlier grades heavier if and only if the final exam grade falls short? E.g. if I get an A on the final, the C average I've maintained until that point matters less to my overall grade for the semester. No system is perfect and there will be inadvertent and undesirable incentives to underperform one way or another, but I like the idea of a system that focuses on rewarding improvement.
tenaciousDaniel 5y ago
That's a good point