2/ what does it even MEAN to grade someone holistically? Tests and classes are about certain things. Does "kindness" factor into a calculus grade? How would one even know a student's kindness? Finally >>>
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3/ One thing I realized in my late 20s and early 30s when doing projects in the workshop was that I often was highly ineffective when I tried to interleave two or more stages of a project, e.g. designing a shelf + generating a cut list + cutting it each is a distinct activity
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4/ I had great success by "deskilling" my projects: completing each step in a manner that made the next step simple enough that it became just instruction following. [ this is a large part of the input to the homesteading book, btw - me doing this for 7 yrs and saving notes! ]
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5/ So, anyway, I suggest that grading should be deskilled. Test design and teaching should have taken care of most of the hard work, and grading is now a simple exercise in adding numbers (or letting the spreadsheet do it for you!)
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Teachers don't actually do this--maybe some weird private schools. The idealists come face to face with reality during student teaching.
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I taught physics/advanced physics for 30 years. If I hadn't graded my students in a manner that was objective and transparent, my students' parents would have had my head on a platter.
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Grade should reflect mastery of the subject matter and then relative mastery compared to peers. There's some sort of holistic element to that. I'm not sure I've ever had a test that was a good measure of that.
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Isn’t that what tests are? To “test” your mastery of a subject?
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