In April, 2012, Mark Bauerlein wrote in the Chronicle of Higher Education about how digital tools have downsides when it comes to needing to slow down. He wrote that “sometimes, slow understanding is a necessity. Take, for instance, those sequences in the history of film which are slow and deliberate, but which are nonetheless central expressions of the art form.” He considers habitual switching and hurrying as learning deficiencies. He recommends that academics work to “insert into the curriculum exercises and experiences that cultivate a different habit, a slow-down of apprehension.” Slow down for a moment and consider the speed with which your students access information. Is there time for retaining and using the information?
Archive for October, 2012
Question: Grading is a difficult task. Sometimes grading can be objective; other times it can be too subjective. How can I grade more fairly and effectively?
Answer: Not only is grading a difficult task, it is a complicated one. There is no simple answer to your question. Many elements go into awarding grades that students earn. To be fair means that the grades reflect how well students performed on the learning goals for the course. To be effective means that the grades, awarded throughout the course, helped students reach the learning goals. The single best advice to get you on your way to fair and effective grading is a paraphrase of Walvoord and Anderson (Effective Grading: A Tool for Learning and Assessment in College): teach what you grade and grade what you teach.