Grading in the Post-Process Classroom tackles that all important and difficult issue: How do we fulfill our responsibilities to the traditional academy and still teach our students to become resistant critical thinkers? While the question is not new, new faces and voices in the field as well as the advent of virtual writing classrooms require different responses. Currently, most articles on the subject of grading end with the suggestion that teachers should not give grades--an alternative that few instructors find viable, especially in an era of increasing calls for teacher accountability. Grading in the Post-Process Classroom answers the question of what to do when theory and practice collide. In addition to discussions of the ideology of grading, it offers specific alternative, theoretically informed grading schemes--from narrative evaluation, contract grading, and new ways to configure portfolio grading to how to grade in cyberspace. Included are pieces by both established scholars and new voices in the field. Interspersed among the theory chapters are shorter, personal, self-reflexive essays that consider how to negotiate political pressures within a department.evaluating their essays, students describe their worthiness to receive a proposed grade. ... In justifying the grade for her essay, Kate explains, aquot;[My reading partner] could totally relate to my a#39;plighta#39; and could understand how my relationshipanbsp;...
|Title||:||Grading in the Post-process Classroom|
|Author||:||Libby Allison, Lizbeth Bryant, Maureen M. Hourigan|
|Publisher||:||Boynton/Cook Pub - 1997|