My least favourite thing about teaching is grading. Unsurprisingly, I am not alone. And it's not just because grading is a lot of work (though it is), it's because it's so ambiguous. This article looks at the ethical issue of grading, examining what sort of communication a grade is intended to be, what it represents (is it an absolute measure or a relative measure?) and what good or (mostly) harm it causes. In the end, the conclusion is that while we may have to live with grades, we should recognize that they are a poor solution to the problem they are trying to solve, and so we should not take them as an absolute indicator of anything.
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