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Grades encourage a fear of risk taking.

Grades don’t truly motivate students. Experts distinguish different types of motivation:

Students don’t start out the same. They don’t have the same life experiences -- or even academic experiences -- during our semester together. They don’t go to the same places afterward. They have different goals.

It felt like there was no space for adventure, zest, risk -- or even for genuine learning. Everything focused on pleasing the professor.

I felt as if students are fixated on grades above all else. Most faculty conversations with students include some discussions of grades: What do you want? What do I have to do to get an A? How can I improve my grade? What are the criteria for grades? And the professor takes on the role of a judge.

I had read many accounts of individual faculty members and whole colleges that were grade-free,

And I said that if I could make one change, I would get rid of grades.

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request their transcript, a document that lists their courses and their grades. A transcript is by definition a copy of their education record. The transcript is often printed on a piece of paper with formal letterhead, perhaps with a watermark or stamp to show that it’s “official.” This lack of portability continues in much digital schoolwork too.

This can be a way to track growth and demonstrate new learning over the course of a student’s school career — something that they themselves can reflect upon, not simply grades and assignments that are locked away in a proprietary system controlled by the school.

As time went on, we talked a lot more about technical issues (backup, recovery, privacy options, hosting laws in different countries, etc). But we also talked a lot more about digital citizenship, safety, control, design, etc. The kids saw the site much more as their own and their responsibility.”

“At first there was a fair amount of fumbling around, Googling solutions, and trying to understand their options,”

Nor do schools give students the opportunity to decide what and when and how that public, online display should look like.

“I wanted them to see and be aware of all of the options and the control that they are giving up when services such as Facebook are their primary web presence,” he said

Students have control over the look and feel of their own sites, including what’s shared publicly. This means they have some say — although not complete — over their personal data

But there remains this notion, deeply embedded in Domain of One’s Own, that it is important to have one’s own space in order to develop one’s ideas and one’s craft. It’s important that learners have control over their work — their content and their data

it offers both technical and instructional support; and it hosts the site until graduation when domain ownership is transferred to the student.

Today, UMW and a growing number of other schools believe that students need a proprietary online space in order to be intellectually productive.

Instead of focusing on protecting and restricting students’ Web presence, UMW helps them have more control over their scholarship, data, and digital identity.

But almost all arguments about student privacy, whether those calling for more restrictions or fewer, fail to give students themselves a voice, let alone some assistance in deciding what to share online. Students have little agency when it comes to education technology — much like they have little agency in education itself.