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Grading Effort: Education Studies

What were the issues involved in this situation? Mr. Andrews did not give clear project instructions to the students and did not have a clear grading philosophy and system. What did Mr. Andrews do wrong? Mr. Andrews made assumptions about his student and graded his student unfairly. How should he have gone about developing his alternative assessments?

Mr.Andrews should have given clear instructions to the students and should have provided a clear grading philosophy and system to parents and students. How should he have developed his grading guide? Mr. Andrews’ grading guide should have had clear categories based on detailed objective evaluations of the student’s work and should have not been based on assumptions, prejudices, or personal control issues.

What do you think of the practice of including an effort grade on the student’s projects? Including an effort grade on the student’s project does not make any sense because effort is a subjective experience, fairly separate from the observations of an outsider. Effort which takes place internally/mentally or at home cannot possibly be measured, and truly, effort can only be measured by the experience of participants in a group team (Felder, Fuller, & Kaufman, 2000).

Transcending the idea of grading is the principle that teachers do not needs grades to measure the effort of students anyway, and students do not need these grades in order to learn (Gusky, 1994). References Felder, R. , Fuller, H. , & Kaufman, D. (2000). Accounting for Individual Effort in Cooperative Learning Teams. Journal of Engineering Education 89(2), 133–140. Gusky, T. (1994). Making the Grade: What Benefits Students? Educational Leadership 52(2), 14-20.

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