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The author wants to reduce demographic disparities in grades by making grading easier. That will not reduce disparities in actual learning and may increase them

The author wants to reduce demographic disparities in grades by making grading easier. That will not reduce disparities in actual learning and may increase them. Teachers should strive to be impartial and accurate in grading. Producing "equity" as in equal results is not their job.

simiones 5y ago
At least some of the proposals go directly against what you are saying. For example, the author (interviewee) points out the practice of adding extra credit for conscientiousness, which makes it exactly that students are graded incorrectly compared to their actual knowledge on the subject. In another example, he points out how students who start out doing poorly in a new class but by the end have improved and have absorbed the knowledge will nevertheless get a mediocre final grade because their final grade is an average. In a third example, he points out how homework is often copied or done by others, and so again, grades for homework tend to misrepresent a student's actual knowledge in the class.
__ryan__ 5y ago
> The author wants to reduce demographic disparities in grades by making grading easier. Can you point out where this is expressed in the transcript? I am missing it.
dragonwriter 5y ago
> The author wants to reduce demographic disparities in grades by making grading easier. No, the author wants final grading to reflect ultimate subject mastery, not (e.g.) be distorted by details of the process by which that mastery was approached. Part of this is reducing demographic disparities, but only those demographic disparities in grading that are artifacts of the system grading for things other than ultimate mastery (including, as the article notes, giving what amounts to bonus on the final grade for coming in more advanced even when there is no difference in final mastery.) > Producing "equity" as in equal results is not their job. “Equity”, as used here, is not equal results independent of mastery. It is equal results for equal mastery.

simiones 5y ago

At least some of the proposals go directly against what you are saying. For example, the author (interviewee) points out the practice of adding extra credit for conscientiousness, which makes it exactly that students are graded incorrectly compared to their actual knowledge on the subject. In another example, he points out how students who start out doing poorly in a new class but by the end have improved and have absorbed the knowledge will nevertheless get a mediocre final grade because their final grade is an average. In a third example, he points out how homework is often copied or done by others, and so again, grades for homework tend to misrepresent a student's actual knowledge in the class.

__ryan__ 5y ago

> The author wants to reduce demographic disparities in grades by making grading easier. Can you point out where this is expressed in the transcript? I am missing it.

dragonwriter 5y ago

> The author wants to reduce demographic disparities in grades by making grading easier. No, the author wants final grading to reflect ultimate subject mastery, not (e.g.) be distorted by details of the process by which that mastery was approached. Part of this is reducing demographic disparities, but only those demographic disparities in grading that are artifacts of the system grading for things other than ultimate mastery (including, as the article notes, giving what amounts to bonus on the final grade for coming in more advanced even when there is no difference in final mastery.) > Producing "equity" as in equal results is not their job. “Equity”, as used here, is not equal results independent of mastery. It is equal results for equal mastery.