“In a traditional academic model, the time allotted to learn something is fixed while the comprehension of the concept is variable. […] What should be fixed is a high level of comprehension and what should be variable is the amount of time students have to understand a concept.”
In the wake of this essay assignment and many of my formerly happy students struggling, my “Minus 5” rings a bit hollow these days among the tense faces of really bright young people more concerned about their grades than anything class has to offer.
What some are framing as “mean,” however, is a tenacity on my part that often results in students coming to understand and then apply the very things we sought to learn. But that process is unnecessarily painful because of the culture of grades that, in fact, asks less of students and teachers.
Once again, I have watched as several students have become angry at me and deeply frustrated by a process that is both requiring and supporting them to learn, in some cases for the first time, aspects of being a scholar that benefits them across their work as students and then in their lives after that.
These dynamics in a degraded class that emphasizes authentic artifacts of learning and provides students ample opportunities to revise their work with my feedback in the form of comments on their work and conferences highlight that many students are unable to break free from a culture of grading, even when provided the opportunity.
Broadly, as an educator, I am daily disturbed by witnessing my students trapped in a grade mentality and not a learning mentality. As I have explored many times, the rewards/punishments elements of grading discourages risk and eve…