Assessment

“Less ranking, more evaluating.” Reading Elbow’s paper made me realize in a deeper sense how important and complicated assessment is. In reading Elbow’s article I could feel his passionate attempt to have his readers focus more on evaluation. In the first pages of his article he stated the three problems of ranking; it is unreliable, it does not give substantive feedback, and creating a negative notion and atmosphere for teaching and learning. Further on he provides examples of how to grade without giving a letter grade or ranking.
Elbow also mentions different ways and examples of how to else a teacher and assess. When reading these examples, it reminds me of all my courses in this program and how my professors grade. Instead of grading a test we are assigned projects, portfolios, blogs, and work to share with our classmates. It is through this work that we are evaluated by content and quality as opposed to just looking for the one correct answer. When assessing a project, profolio, etc. it is highly possible that grading on a rubric, or evaluation rubric. Routman sends a disclaimer of how rubrics are like checklists "can disrupt the flow of teaching and learning." page 242.
As an educator I will keep in mind how emotional and sensitive grading can be. Through my undergrad years I remember writing my papers and answering questions that would cater to the teacher’s preferences. In my own classroom I will try to keep an open mind and accept all points of view, and if I question the answers of a student I would ask them one-on-one what their intent was. Perhaps if they did not understand I should not see that as their failure, but take responsibility and realize that I may be partly at fault.
I remember my 4th grade teacher did that with one of my friends. She had trouble putting her thoughts on paper as well as other classmates. My teacher gave the option of talking to her to justify your answers. At the end of the week we would have silent work time, where students had the opportunity to meet with her one-on-one. During this time we were allowed to talk to her about our grades and discuss with her why we did not deserve the grades that we received. I loved having this option as we all felt that she really did care about us and our thoughts.
No matter how we grade our students the one of the most important issues that we have to remember are encouraging students to do their best and to keep them motivate. It is our goal, as teachers to do so.