Re: Eric and Fred's ideas on grading

[Eric Crump <wleric@showme.missouri.edu>]

On Tue, 2 Jan 1996, Lynne Belcher wrote:
> I'm not sure I think getting rid of grades really changes the power 
> structure in a classroom.

Exactly my point. The grading system is fun (for me) to whack at, but it 
is important to keep in mind that it is the interface, so to speak, to 
the operating system of the classroom, the configurations of power. 
*That* is what I really object to: the teacher as sole posessor of 
institutionally conferred power. It skews the hell out of the 
relationship between teachers and students *if* what we hope for that 
relationship is a stronger emphasis on mutual respect and mutual learning.

> same way.  If there are no grades, how are those hard decisions made 
> about who is really to move on and who isn't?

You first have to assume that a linear, progressive, developmental model 
of education is a good thing. If moving through stages, semester by 
semester, year by year, degree by degree is what you like, then grades 
are important. They are load-bearing wall in the structure of that 
system. 

If you put learning above credentialing, however, and if you assume that 
learning is a complex matter that doesn't fit well into institutionally 
determined stages, then grading represents the wall of a prison cell, a 
barrier that more impedes than promotes learning.

As you might guess, my argument is based on the latter assumptions rather 
than the former. In other words, I'm not sure it's important to decide 
who should move on and who shouldn't or who moves on with honors and who 
with 'average' stamped on their forehead. I'm not sure it's important to 
move *on* at all, if "on" means the the next grade, the next degree, etc.

I'd rather see people move on to the next project, whatever it is they 
are ready to tackle and want to tackle. An utterly alien notion in our 
educational system, I know. A very unrealistic wish.


> 
> If peer tutors can be good tutors without being great writers, why 
> can't writing teachers be good teachers without being great writers?

Um, I don't think Fred was saying writing teachers have to be *great* 
writers, only that they ought to *be* writers. I don't think he defines 
the term as those who have Big Important Books to their credit, 
either. 

--Eric Crump