> Suzzane,
> Sure all gradeless course would change the institution. But such
> dramatic change rarely occurs within institutions, and until critical
> mass is reached within any given institution, one course without grades
> does little to change things.
Too true, Jeff. One course will NOT change the institution, but the
people in the class will go forth...
Besides, I don't think grades are the
> problem.
Right on again. It *is* the evaluation process that informs the grading
structure. The "institution" cares more about the ranking and filing,
and that's ok in my book. I just want my students to be able to grab
hold of the evaluation process themselves. Those who care about
evaluative outcomes for themselves will at least have some way of
participating, even challenging the system in a more informed, and
therefore, convincing way.
> Grades are silly markers that, as Steve has
> pointed out, serve
> numerous significant functions. Part of our job is to find ways of
> evalutation that serve the students best, while still satisfying the
> institutional need for grades. We have to choose our battles to conserve
> our energy.
Not quite such silly markers when students rely on these markers for
purchase into the system and continued participation with the system.
There are ways to work within the system, coming up with da grade for
the institutional need and still maintaining some autonomy. Our efforts
can reach for working within or without the system. There is room for all
efforts. You are right though. We need to choose our battles wisely. And
I think this thread has helped some of us define a bit more clearly for
ourselves where we draw the battle lines. Tis a good thing.
Janet
not so grumpy today
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There are now-a-days professors | DaMOO
of philosophy but not philosophers. | http://lrc.csun.edu:8888
Thoreau | or
| telnet lrc.csun.edu 7777
Janet Cross |
hceng028@csun.edu |
Learning Resource Center | www.csun.edu/~hceng028/MOO.html
Cal State University, Northridge |
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