Literaturnachweis - Detailanzeige
| Autor/in | Agnew, Eleanor |
|---|---|
| Titel | Departmental Grade Quotas: The Silent Saboteur. |
| Quelle | (1993), (13 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; College Freshmen; Freshman Composition; Grade Inflation; Grading; Higher Education; Portfolios (Background Materials); Process Approach (Writing); Student Evaluation; Writing Evaluation |
| Abstract | Anecdotal testimony indicates that grade deflation is encouraged in many colleges and universities, especially in freshman writing courses. As a result, grading down has become a point of pride for some writing instructors. Instead of earning reputations as good, caring, committed teachers whose students do well because the teachers have worked hard to create positive and empowering rhetorical contexts, writing instructors with higher grades are often thought to be grade-inflators. However, teachers with very low final grades are not suspect of being poor teachers. Assumptions that may underlie the pressure to hold grades down include: most freshmen are not capable of learning to write well, only average or worse; and freshman writing courses are not held in very high esteem by more traditional faculty. The portfolio system has been adopted at many institutions as a way of evaluating students' writing. Portfolios can be used: to informally track students; by committees monitoring grade inflation and deflation; as part of the process of an annual review, as application for promotion, or for tenure review. When highly effective writing teachers calculate their final grades for their courses, they should have the freedom to be delighted, not ambivalent, if "too many" students perform well enough to earn good grades. (RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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