“Problems with Grades”
Course created and taught by Jessamyn Neuhaus at Syracuse University
Course Description
Have you ever thought about what school would be like without grades? Would students be motivated to learn how to do something in a classroom setting if there was no final grade? When did higher education start using a point/letter-based grading system and why? What kinds of alternative feedback formats and assessments could be used instead of traditional letter grades? In this one-credit Honors Seminar, we will explore these questions and take a close look at how traditional grades have shaped and defined our own individual education. We will examine the history of traditional grading and read and discuss critiques of traditional grading. As part of your learning in this class, we’ll utilize portfolio and collaborative grading to determine your course grade.
Learning Outcomes
After successfully completing this class, you will be able to
#1. Summarize the historical origin of letter grades and describe several types of alternative grading systems.
#2. Explain some of the specific ways that traditional grades can create obstacles to learning in school settings.
#3. Articulate the meaning of grades in defining and shaping your own education, including reflecting on your experiences with collaborative grading in this seminar
Collaborative Grading
-
To determine your midterm and final grade for this seminar, we will use what is called “collaborative grading.” Over the course of the semester, you will build a portfolio of completed activities and evidence (submitted as written documents, videos, voice recordings, and/or slides) submitted via our class Blackboard site and demonstrating your progress towards achieving the Student Learning Outcomes (SLO).
Every item in your portfolio will be linked to one or more SLO and will be categorized as “engagement evidence” or “reflection evidence.” Engagement includes activities such as completing the pre-semester survey and class directory; attending class; asking questions and participating during our class meetings; helping other students in class; completing the assigned reading; and giving a “Field Report” summarizing and discussing the grading systems your instructors are using in your other classes. Reflection includes activities such as reading responses; discussion summaries and questions; personal reflections on your experiences with grading; and your one-on-on grading conferences with me.
During the first two weeks of class, we will discuss in detail the SLO, what types of assignments and documentation you plan to include in your portfolio, and how you will be able to show that you’ve made progress towards achieving the SLO in a meaningful way.
-
During our midterm one-on-one grading collaborative meeting, we will review your portfolio together. You will come to our meeting ready to discuss all the submitted evidence of your learning, and prepared to answer the following questions (and others to be determined by our class):
What are you most proud of achieving so far this semester?
What important things have you learned so far?
What area of your coursework would you like to continue to improve?
What is your main goal for the remainder of the semester?
Show me how the evidence of your learning in your portfolio connects to our SLO.
-
During our final one-on-one grading collaborative meeting, we will review your portfolio together. You will come to our meeting ready to discuss all the submitted evidence of your learning, and prepared to answer the following questions (and others to be determined by our class):
What are you most proud of achieving this semester?
What important things have you learned?
What area of your coursework fell short of your expectations or goals?
What will you take from this class and apply it to your future classes or workplace?
Show me how the evidence of your learning in your portfolio connects to our SLO.
As a class we may decide on additional questions for you and/or a question for me to answer.
