play thegame of school than anything to do with learning

In summary, both self- andpeer-evaluation of work are avenues for providing mean-ingful feedback without formal grading on correctness thatcan positively influence students’ learning

simply doing the work, completingassigned tasks, and engaging with the material.

“maximize feed-back and minimize the impact of grades.”

In brief, curved grading creates a competitive classroom en-vironment, alienates certain groups of talented students, andoften results in grades unrelated to content mastery. Curvingis therefore not the fairest way to assign grades.

“criterion-referenced” grading

freed teachers from the stigma associated with award-ing a larger number of high grades.

should approach zero”

Disturbingly, even when a scienceinstructor does not grade on a curve, students might, due totheir past experiences, assume a curve is used and adopt acompetitive stance anyway (Tobias, 1990, p. 23)

Studies have shown thatscience students in competitive class environments do notlearn or retain information as well as students in cooperativeclass environments

gradesmight not communicate any information whatsoever regard-ing a student’s mastery of course knowledge or skills

awardingstudent effort

Our results suggest. . .that the information routinelygiven in schools—that is, grades—may encourage anemphasis on quantitative aspects of learning, depresscreativity, foster fear of failure, and undermine interest.

comment

descriptive feedback (but not grades)on an initial assignment performed significantly better onfollow-up quantitative tasks and problem-solving tasks thandid students

[This] work affirms an observation that many class-room teachers have made about their students: if a pa-per is returned with both a grade and a comment, manystudents will pay attention to the grade and ignore thecomment.

“create a facade of coherence”

Yale usedno less than four different grading systems from the 1960s to1980s (Yale University, 2013).

(“F” being retained, since it soclearly stood for “fail”)

uniformity in grad-ing

perceive grades as both fixed andinevitable

E’s”

blind faith that has been felt in the reliability of themarking systems

There willbe no gap between feminist theory and feminist practice.'·,.",::I

male domina-don can create in daily life, the profou

There are moments in my life when I feel as though apart of me is missing. There are days when I feel soinvisible that I can't remember what day of the week itis, when I fee 1 so manipulated that I can 't remembermy own name, when I feel so lost and angry that I can'tspeak a civil word to the people who love me best.These are the times when I catch sight of my reflectienin store windows and arn surprised to see a whole per-son looking back ... I have to close my eyes at suchtimes and remember myself, draw an interna! patternthat is smooth and whole

I have came to see that silence is an act of complicity, one thathe! ps perpetuate the idea that we can engage in revolutionaryblack liberation and feminist struggle without theory.

undermines andsubverts feminist movements.

devaluation ofwork that did nat "fit,

he production offeminist theory is complex, that it is an individual practice Iessoften than we think and usually emerges from engagementwith collective sources

theorizing without ever knowing/possessing the term. ,JUSt as we can live and act in feminist resistance without everusing the word "feminism.

When o ur lived experience of theorizingis fundamentally linked to processes of self-recovery, of collec-tive liberation, no gap exists between theory and practice

theory couldbe a healing place

I don't know where I got you from, but I sure wish I could giveyou back

I was punished.

discrimination

personality

Even children whoare not personally denied equity and justice develop withinproximal and distal contexts in which they witness or vicariouslyexperience the inequities of others (Trent, Dooley, & Douge,2019).

Class and lab are phone-free.

Final Exam May 18th