Chapter 9 speaks about the task of grading, an integral aspect of educational practice. Cooper speaks about the progression of the education systems towards a standard-based curriculum and grading practice, based upon learning goals and performance standards.
Cooper raises the point that grades, do not fully communicate to the student or parents, what the student is excelling in or needs to work on within a particular discipline.
It may be more tedious to surmount but I find feedback given on each piece of work, as a more accurate portrayal of what a student needs to work on, and what they are doing well in.
Some parents and students are very concerned with grades, for many, it’s all that matters. Which can be troubling, if we are to teach our students more than just how to write tests well.
I’m a little undecided about the whole process. I believe some form of grading will always be there, and that for some it will continue to be all that matters. I believe culture needs to change if there is to be less of a fixation on grades.
Cooper raises the point that grades, do not fully communicate to the student or parents, what the student is excelling in or needs to work on within a particular discipline.
It may be more tedious to surmount but I find feedback given on each piece of work, as a more accurate portrayal of what a student needs to work on, and what they are doing well in.
Some parents and students are very concerned with grades, for many, it’s all that matters. Which can be troubling, if we are to teach our students more than just how to write tests well.
I’m a little undecided about the whole process. I believe some form of grading will always be there, and that for some it will continue to be all that matters. I believe culture needs to change if there is to be less of a fixation on grades.