For this final task, I decided to research performance grades. This topic is meaningful to me personally as someone who’s always worried too much about grades. Inspired by the course readings, I decided to use this opportunity to research grades as technology – What information do they really carry about a student? Who needs this information? Are grades even good for students? How about teachers? Are there alternative options?
In terms of the form or representation, I chose to create a video to move away from the more habitual written form, and leverage the affordances of a documentary to showcase some of the concept maps and charts I created while doing the research.
Did you grow up in a family where you were praised for bringing As or maybe a numeric equivalent grade? Did you and your family members get stressed and upset if you got a C or a D? I know I did. In fact, I finished school with honours without really learning much. One thing I did learn really well though was how to get a good grade. Am I completely over that addiction to grades now, 20 years later? Unfortunately no. This documentary is my personal attempt to get a bigger picture and get myself out of this grade addiction.
I also found this personally meaningful, since I find authentically and meaningfully assessing students quite challenging. One thing I was thinking about while watching this is the fact that in higher education, grades can also be related to scholarships and other funding opportunities, which just adds another layer to the issue.
Such a good point, Dierdre! Too much is at stake with performance grades. Unfortunately, they seem to be here to stay 🙁
That’s a great and useful product. I think they stifle learning. I started feeling the difference when my daughter started high school. She feels stressed all time and has stopped enjoying school. I try my level best as a parent to say its not all about grades but it is for her because its a key factor to get accepted in colleges of her dream.
And fair enough! The education system would need major reforms if we want students to focus on what matters – learning – and not on external validation.