I turned in my seminar group's participation grades last week, and this morning I heard from one of my students, asking how he got a lower mark than another student, when he participated regularly and never missed a session (while she missed two, although in the sessions she attended, she often took a leadership role, and had a couple of really good sessions that brought up her average; she lost marks for missing the sessions, but her average still turned out higher than his). While I tried to make a large point that I was looking at how each other them did over the semester, and not to look at how each other did, his grade was the one that I've had the most trouble with. I feel like I underestimated him, earlier in the semester, and I actually had gone back and re-worked his marks a few times.
I am willing to bring up his mark a couple of percentage points. But, at the same time, I'm not entirely sure what to do, or how to handle him. I think I'll talk to the instructor first.
7 comments:
Definitely talk to the instructor, but remember this phrase (my instructor keeps saying it to me when I get all squeamish) "Stick to your guns. You know more than they do."
I'm so glad I didn't take much English/History, etc classes where you guys all believe that low marks are a way of life. Where an 85 signifies a brilliance so great the instructor should be bowing at said brillaint person's feet. Thank you many times over QoWP for recommending that I take a Hill class. High 80's in first year English for minimal work - excellent.
Oh yeah, and as long as you aren't changing his mark because he's complaining but because he actually deserves it, I think you are a very fair instructor.
That's not quite what I or my instructor mean when we say "Stick to your guns. You know more than they do."
The emphasis is that Maryanne knows what she is doing--she would know better than this kid what he deserves for participation marks because she's been through the process and has had the training.
I didn't mean at all to imply that it was Maryanne's role to punish students for ignorance. That would not exactly be effective teaching, would it?
And I don't think that History/English people believe that low marks are a way of life, either. Really good marks are just harder to get.
Do you have a participation rubric? If you give one out at the beginning of the semester then students know exactly the behavious exemplify 10/10. I can send you mine.
I think you should buy a dartboard and write random numbers on it. Then tell students that they can take their participation mark or try their look at the dart board. They might get a 2 instead of a 5, but at least they'll deserve it.
Or you can line them up tallest to shortest and then hit them. Whoever cries the loudest gets the lowest mark. Whoever takes it like a man gets a 10/10.
Up to you.
I have plenty more ideas too if you need 'em.
Lynnie is truly a girl after my own heart. Dart board it is.
Hey Janny, if you want to send me your participation rubric, go right ahead! :) You are all too awesome for words.
Post a Comment