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Show lessons, Fail 2003 page 31 EMILY SWAN ASSISTANT PROFESSOR, DEPT. OF EDUCATION O n the Meaning of 1 Grades: Frankly, think there is way too much emphasis in schools (in all school settings) on grades. In my not so humble opinion, I think learning should be the emphasis, not grades. I tell my students that I want them to LEARN the material in my class, not because it is a graduation requirement, but because they might have my children in their class some day and I want them to know what they are doing. I want my students to LEARN how to think, analyze, reflect, evaluate, take responsibility for their choices, set goals and persist to achieve them, and understand, conceptually, the material in my classes. I want them to learn to get smarter, not to get an "A." After all, what does an "A" really get them? If I were in charge of the world, I would not have an appeals process for grades. I think grading is up to the discretion of the professor. If students appeal their grades, they have not learned the lesson of why they are in school. These students care so much more about their grades than what they learned, that their focus is wrong in the first place. On Grading on a Curve: I focus on learning and the performance aspect of my class is not on an A, but on quality work. I grade on students' progress over the semester. I grade on effort, learning, and performance in terms of quality, deeply thought through assignments, and conceptual understanding of the course content. Some students hate this policy, but those are the students I would hate to have teaching my own children. On "Getting" vs. "Earning" Grades: First, as a professor, I see grades as something that need to be earned. But I always have students who think that grades are received simply by showing up for class. I have seen an increasing amount of students over the years who feel they are "entitled" to an A because they attend class and have paid their tuition. I also think that students' "brazen" and "bold" comments to teachers are more frequent due to email. In the days when students had to come face to face with professors to discuss grades, students were much more careful in what they said. Now, students do not have any problems harassing or threatening teachers over grades. On Grade Inflation: I think it happens all the time. But I think this gets back to the issue of entitlement versus truly doing the hard work to earn the grade. ROBERT BREAULT ASSOCIATE PROFESSOR SCHOOL OF MUSIC On the Meaning of Grades: Grades are an issue of academia. In the area that I teach (Opera), an audition is much more important. If fact grades don't mean much. On Grading on a Curve: There is an implied curve the minute we even begin to establish the criteria. Preparing students for "real-world" experience involves creating a grading "curve" that lets them know that an "A" earned at the college level is not the same of success in the field. There is no way to grade without one. On "Getting" vs "Earning" Grades: In my area, students must earn their grades. Anyone who sets out to merely "get" a grade will fall short of my requirements. On Grade Inflation: Inflation is a serious problem. It starts in grade school. By the time the student arrives at the U with his or her GPA, inflation has been established. It's a complicated issue. Thus, to answer honestly question number 1, grades don't mean too much. Fortunately, for singers, there are many honest assessments at every level of their study, based on the requirements that the business of singing has for them. They quickly learn that their GPA's mean relatively nothing. If you would like to contribute your Perspective on issues such as creativity in the classroom, religion on campus, or dealing with the problem student, please contact Jessica Durfee at durfee-j@ugs. utah.edu. |