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Week 10 |
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Response 1 I have been struggling with portfolios. I think in theory it is an excellent idea, and I was the freshman English student that constantly turned drafts into the instructor over the semester to get a good grade. I got an A in English and I went through my essays a few months ago and I don't think I deserved an A, but got one because of the effort I put in. Then as mentioned before I know most of my classmates did their portfolios right before they were due and passed with As and Bs, though most of the Bs were due to missing classes. I have a very nice instructor. There is a student in the class that I am mentoring and he is trying so hard and I have read some of his stuff and I want to see him pass because of how much work he is putting into the class as compared to the other students, but I don't know if his level of writing is up to that of the other students. The class does not have portfolios, but the students have the option to revise their papers. Would allowing students to do revisions be a better option? As for letting emotions get in the way, as I can tell I will do, would it be a good idea to have the students only put their name on the last page so as I am reading/commenting on their papers I don't know the author?Response 2 Pipkins and Zimmerman's article brought up a point that I haven't been able to let go, the grade the students get for the course vs. the grades they get on their papers. The students don't care about their paper grades per say, only the grade that will go on the transcript. When other schools or employers look at the students transcripts and see an A or a B what do they think the difference is? That B on the transcript could mean that the student has excellent writing skills but skipped class and turned things in late or the student with an A has B quality work and did extra credit. I don't know why this is constantly in my mind when I am figuring out how I want to set up the grading/assessment in my classroom but it is. Any thoughts?
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