Evaluation and grading

● From excellent to very poor – what would you like to have today?

I highly appreciate education with proper schedules and qualified teachers. In my opinion one qualification to mention is decent syllabi, which does include proper instructions about evaluation and grading. On the syllabus mentioned above this blog entry, grading is part of class policies and directions of evaluations are included to the section “Assignments”. At that point there is information concerning minimum of the elements included to the task, in addition to that, weight of each assignment is displayed by percentage. The syllabus does not give any further information about grading within a singular task.  However, a proposal with detailed information which includes request for action, could  encourage students to go on  with  syllabi and to use them as a  tool  for learning. Nevertheless, I can not remember paying any attention to syllabi as a full time student – at that time students did what they were told to do, as well as they could.

Learning on mature age is always a chance full of choices. I think most of us will agree with me when I say that motivating learning experience for grown up student is based on either to the contents of the course or achieving such as some diploma of qualification for new career opportunities. The mechanism of motivation can not be launched by simply tabulating the grades, there has to be some additional information well-formed on the contents about what you can and will learn by accomplishing each and every specific task, and what would be the consumption of the time when entering from a level to another. With this essential information provided, students are able to decide how much effort they will use for a singular assignment. It is kind of funny, that freedom to schedule your own studies and achievements according effort used to them is actually illustrated well on a very formal way far from any flexibility. Accurate expressions enable the freedom to choose, as the intended meaning of evaluation is clear and transparent. However, what if there is not a single argument for grading, what if the task is open and contents are summarized under one topic, less than one phenomenon? How can students recognise their learning orientation in this case? Learn more on incoming posts from https://recognisingcreativity.wordpress.com/ 🙂  

According to Spannaus, T. 2005. IT 7120 Project Management Cource Syllabus. Wayne State University, College of Education. http://www.coe.wayne.edu/instructionaltechnology/syllabi/IT7120.pdf

Please, feel free to comment, make corrections and notes. In my opinion this publicity is a fair deal for not presenting my syllabus in front of the class – here is also the same option for feedback just for you my dear co-students.