Do Grades Motivate Students?
Grades don’t constantly reflect how much student’s learn. For example, a studentm that enters a lesson with an extensive base of knowledge as well as winds up with an A may in fact have actually discovered a lot less compared to a student that availables in understanding much less and really researches much more, but inevitably gains a lower grade. The focus should be on how much a students discovers, as opposed to what grade they earns at the end of the year. https://twitter.com/lowellmilkenctr
The questions of when to grade students’ work and what work should be graded formally are two of the most difficult to answer. Current university culture attaches a lot of importance to grades, and students are not immune to the pressures of GPAs and other measures of their performances. Given these pressures, students may be likely to attach little importance to an “ungraded” assignment. There are, however, good reasons not to grade, at least not every draft of an essay. Some perspectives to consider: • Mano Singham encourages his students to think not of drafts of papers, but of versions. Taking the compuer software analogy further, his students are expected to “release” (turn in) the first “version” in a form that is “ready for public consumption” – the program should run; the paper should be complete. Version 2.0, however, responds to user (reader) feedback and fixes identified “bugs” (errors or limited features). This terminology might help students re-learn the definitions of “dr
