A few weeks ago I published the article Qualifying at the end of a formative evaluation, which was the continuation of another article Assses without qualifying: my experience. I received quite a few comments and we had some very interesting discussions on twitter. And I think that, based on all that, it might be interesting to explain why I firmly believe that it is not convenient to take into account attitude aspects when grading a subject.
A few months ago I wrote an article explaining how I try to evaluate students throughout the term without grading.
I received a lot of comments and some of them asked me for a second part. This is all very well, they said, but at some point or another you have to grade. This article will try to focus on this second part: after a whole term doing formative assessment, how do I grade?
It’s been a couple of weeks since Google turned on Drive’s file shortcuts. Until then, Google had a little hidden the possibility of having the same file in two or more different folders. I say something hidden so that it wouldn’t appear in any menu, it could only be achieved with a combination of keys or dragging with the mouse and pressing a key at the same time.
Recently, Google Classroom has added the ability to evaluate tasks with rubrics. At the moment, only the teacher can evaluate, but this is already a first step.
The student can consult the rubric before submitting it and, once the teacher has evaluated it, he or she can see this evaluation in the rubric.
Even more recently, Google has added the ability to import rubrics from a spreadsheet. We can then create our bank of rubrics and import them into the task at hand. The problem is in the format that Google uses for this information. In my opinion, it is a terrible format for a heading.
A couple of courses ago I decided that during the term I would not give any grades to the students. I had made similar experiences before with specific groups and specific trimesters, but at that time, I decided to implement it in all my subjects and projects. Only at the end of the term would they get the overall grade. Logically, this was the consequence of a much longer process, probably more than 10 years.
There are many sources that indicate that the numerical grades during the learning process are rather detrimental to this learning. The student focuses more on getting good grades than on learning. So I took this option, as there seemed to be sufficiently well-founded scientific evidence.
In this article I will share my experience. As a spoiler, I don’t go back and still don’t give any numerical grades.