LW & R Grading

Please note that this Assessment document has 7 pages and is made up of 3 Sections.

It is not uncommon for students or parents to challenge a given grade, possibly threatening action against a teacher’s job. Dr. Henry Parker

The QUALITY of your reports/summaries is very important, your ability to summarize important points will be taken in account when grading

Kurt Wiesenfeld's article, "Making the Grade," presents the social issue of grades. The author explores the extent of this problem by examining the social environment in which these students were raised. Wiesenfeld also addresses the changing attitude towards what a grade represents and the true value of a grade. The author effectively uses several writing strategies to engage the reader, influence the audience and illustrate how much thought he has given this issue. The essay is organized by a logical progression from thesis to individual claims and the author provides real-world examples for the issues. With those real-world examples, Wiesenfeld explains how serious the problem can become and demonstrates why the issue should be addressed.

First off, the grade of a student does not show what they know. In no way is grading a paper the same as assessing knowledge. Furthermore, if

“It emphasizes competition and learning, not learning.” Glenda Potts, author of the article, “A Simple Alternative to Grading”, spoke of the traditional grading system. Potts argues that the current ABCDF grading scale is “flawed” and “hard to communicate” because it does not provide a full critique of a student's work in order for them to improve, only a number or letter grade. Because of this, it is easy for a student to adopt the mentality that they cannot do any better. Patricia Scriffiny, author of ‘Seven Reasons or Standards Based Grading’ agrees with this opinion, adding that traditional grades have no true meaning, and cannot prove a true analysis of what the student may or may not know.

One tip to grade written responses quickly is sharing the workload (Brookhart, 1999). One summer, I teamed with a colleague to teach a course. During that semester, we shared the grading responsibilities. Once we realized how we could get grading done quicker together, we started sharing the grading for other courses throughout the year. However, we do have to be careful in maintaining fair grading. Although our exam items are problem-solving items with one final answer, this is where the guideline of detailed solutions with partial credit indicated for problem-solving items (Morrison, Ross, Kalman, & Kemp, 2013) will be helpful in the future.

In LE 101 otherwise known as the Introduction to Legal Systems “students are introduced to the American system of law and legal structure, and gain an overview of several areas of law. Topics include basic legal, concepts, the structure of the American court system, as well as legal theory and procedure” (Quinnipiac Course Catalog). Although I am not planning on going into any legal field it is important to have a general understanding of how our legal system functions and how it maintains social structure in our society. This course is very different from most of my classes as the focus is on reading the law and past cases and interpreting the significance and the impact that these cases have had on our societal development. By taking this

With any type of grading system, there will be controversy over the accuracy and fairness of the system. The belief of using the standard deviations of the class to rate the grades seems to be an accurate

Introduction: I remember the first time that a grading rubric was attached to a piece of my writing. Suddenly all the joy was taken away. I was writing for a grade -- I was no longer exploring for myself. I want to get that back. Will I ever get that back? As doleful as it may sound, it is the truth. For years, students have been forced to live under a strict grading system. I am now directly speaking to those responsible for the creation of the grading system.This must change. Although many people believe in using the grading system as a way to accurately assess students based on performances, I believe that on the other hand, the grading system is exacerbating the situation because

Grades for mis-behaving/ mucking up students etc are excellent to show them they need to work harder.

On one hand, the traditional grading system is universally recognized; its simplistic nature allows teachers, students, and parents to easily interpret, understand, and directly compare others in the same class. But on the other hand, there also significant cons, such as its subjectivity, lack of explanation, and cultivation of testing culture. This is exactly what non-letter grading is intended to

Ashley Lamb-Sinclair discusses the disadvantages of the American grading system in her article “Why Grades Are Not Paramount to Achievement.” I agree that the grading system has plenty of faults and is a broken system. I understand that it can represent improvements and record work in an organized matter, however, I believe the system is unjust in countless different ways, it presents a single one letter grade for the entire half of the entire school year, completely disregarding the time and effort that went into every single project and assignment. Occasionally, I will hardly put in any effort into something and still obtain a promising grade, which is unfair since the assignment is left neglected and the topic is still confusing. The other

At the beginning of the second semester of the first year, a select group of high performing students would be chosen to participate in Law Center I, and assignments would be consistent with the assignments completed in the first semester. Thus, in Law Center I, students would interview and screen potential clients, and perform research. In doing so, Law Center I provides students with the opportunity to transfer skills learned in the prior semester to a new legal context – and on behalf of a real client. This approach would be followed in each subsequent semester, with students building upon the skills acquired in doctrinal and skills courses, and faculty gradually increasing the complexity of work and level of responsibility.

Due Dates and Late Papers: Late papers will lose half a letter grade per class until they’re turned in (more than two weeks late will result in an F). At the end of each progression, please put all exercises and drafts in a folder with your final essay on top, and turn the whole thing in portfolio-style.