Comments on: The ‘I Deserve a Better Grade on This’ Conversation http://www.facultyfocus.com/articles/teaching-and-learning/the-i-deserve-a-better-grade-on-this-conversation/ Faculty Focus publishes articles on effective teaching strategies for the college classroom, both face-to-face and online. Sign-up for our free newsletter. Sun, 19 May 2013 21:33:39 +0000 hourly 1 http://wordpress.org/?v=3.4 By: @yogiconomist http://www.facultyfocus.com/articles/teaching-and-learning/the-i-deserve-a-better-grade-on-this-conversation/#comment-9665 @yogiconomist Fri, 15 Mar 2013 15:23:47 +0000 http://www.facultyfocus.com/?p=39136#comment-9665 I've had success with my grade dispute policy. It lives in the syllabus and I explain it on the first day of class. Here is the language from my Principles of Microeconomics syllabus. (this is not specifically for paper grading, but it could be adapted) "Grade Disputes Sometimes you might interpret a question differently than I intend. If you have a dispute or disagreement with a particular question’s grading, please observe the following procedure: 1. Observe a 24 hour “cooling off” period. 2. Submit in writing an explanation of your argument/dispute/ disagreement. Include supporting evidence from class resources. 3. Your case will be reviewed by our next class period. You can set up an appointment to meet with me to discuss my response. This process helps me improve the way that I write and grade questions. It is not meant to be scary or argumentative. **If your only dispute is an incorrect calculation of your grade, let me know as soon as possible. A submission in writing is not necessary.** " By explaining the process on the first day of class, students know that it is okay to approach me with grading issues. Given that they must initiate the process in writing, emotions don't seem to be as high and the reasons for the higher grade are more finely articulated. Sometimes the process results in a grade change, sometimes not. I've had success with my grade dispute policy. It lives in the syllabus and I explain it on the first day of class. Here is the language from my Principles of Microeconomics syllabus. (this is not specifically for paper grading, but it could be adapted)

"Grade Disputes
Sometimes you might interpret a question differently than I intend. If you have a dispute or disagreement with a particular question’s grading, please observe the following procedure:
1. Observe a 24 hour “cooling off” period.
2. Submit in writing an explanation of your argument/dispute/ disagreement. Include supporting evidence from class resources.
3. Your case will be reviewed by our next class period. You can set up an appointment to meet with me to discuss my response.

This process helps me improve the way that I write and grade questions. It is not meant to be scary or argumentative.

**If your only dispute is an incorrect calculation of your grade, let me know as soon as possible. A submission in writing is not necessary.** "

By explaining the process on the first day of class, students know that it is okay to approach me with grading issues. Given that they must initiate the process in writing, emotions don't seem to be as high and the reasons for the higher grade are more finely articulated. Sometimes the process results in a grade change, sometimes not.

]]> By: Maggie Davis http://www.facultyfocus.com/articles/teaching-and-learning/the-i-deserve-a-better-grade-on-this-conversation/#comment-9661 Maggie Davis Fri, 15 Mar 2013 13:47:03 +0000 http://www.facultyfocus.com/?p=39136#comment-9661 I enjoyed reading this article because it does highlight an important area for faculty to consider. I know that it is much easier to have these conversations with students as you gain experience as an educator. When I began teaching 12 years ago, I would react defensively when students would question their grade on an assignment or exam. Over time, those conversations became easier because I understood the importance of giving students a voice in this conversation so they could better understand what they did well and areas for improvement. I also think you made an important point that as faculty, we need to recognize that we are fallible. I know when I have to grade many papers, I have to take a break because I find myself becoming either too critical or too easy in my evaluation of student work due to fatigue. I appreciate you bringing up this important issue. I enjoyed reading this article because it does highlight an important area for faculty to consider. I know that it is much easier to have these conversations with students as you gain experience as an educator. When I began teaching 12 years ago, I would react defensively when students would question their grade on an assignment or exam. Over time, those conversations became easier because I understood the importance of giving students a voice in this conversation so they could better understand what they did well and areas for improvement.

I also think you made an important point that as faculty, we need to recognize that we are fallible. I know when I have to grade many papers, I have to take a break because I find myself becoming either too critical or too easy in my evaluation of student work due to fatigue.

I appreciate you bringing up this important issue.

]]> By: ?lknur Bozbey http://www.facultyfocus.com/articles/teaching-and-learning/the-i-deserve-a-better-grade-on-this-conversation/#comment-9642 ?lknur Bozbey Wed, 13 Mar 2013 19:37:40 +0000 http://www.facultyfocus.com/?p=39136#comment-9642 Maryellen, thank you for this interesting article you have shared. I am an academician and I believe every student should be encouraged to see the graded paper, because it is a part of learning process. It is also invaluable for the teacher as you have mentioned. Unfortunately, in some cultures, teachers may find this insulting because they do not ever want to be questioned by their students. Maryellen, thank you for this interesting article you have shared.

I am an academician and I believe every student should be encouraged to see the graded paper, because it is a part of learning process. It is also invaluable for the teacher as you have mentioned. Unfortunately, in some cultures, teachers may find this insulting because they do not ever want to be questioned by their students.

]]> By: “I Deserve a Better Grade on This.” | TAPTalk http://www.facultyfocus.com/articles/teaching-and-learning/the-i-deserve-a-better-grade-on-this-conversation/#comment-9627 “I Deserve a Better Grade on This.” | TAPTalk Tue, 12 Mar 2013 23:29:19 +0000 http://www.facultyfocus.com/?p=39136#comment-9627 [...] “I Deserve a Better Grade on This.” [...] [...] “I Deserve a Better Grade on This.” [...]

]]> By: @ChattyProf http://www.facultyfocus.com/articles/teaching-and-learning/the-i-deserve-a-better-grade-on-this-conversation/#comment-9623 @ChattyProf Tue, 12 Mar 2013 19:15:18 +0000 http://www.facultyfocus.com/?p=39136#comment-9623 I found this to be an incredibly important piece. Communication between students/profs, particularly about the nuances of grades, is so under-discussed. Bravo for raising this topic. I would venture a guess that many students would struggle to articulate (or even consciously identify) that they feel their own lack of communication ability is one key reason they do not challenge grades. I definitely agree that power distance plays a huge role, but I believe as students' communication skills decline, these conversations will become fewer and fewer. I also would find it interesting to analyze e-mailed conversations as opposed to those that occur face to face. I suspect while many students dislike e-mail because it is so wordy in comparison with texting and instant messaging, they would probably choose that medium over an actual conversation due to discomfort. The discussion aspect of this piece is key and there are relevant tips. I think what all faculty have to remember is that we cannot talk down to students in these conversations or give an overtone that would indicate condescension. We can all slip into it (I've been there!), but if the student perceives a partnership in the exchange, then the conversation not only stands to improve their grade, but their communication skills as a whole. I agree with the author that we need to bear responsibility for opening these doors, in our syllabi... and in our messaging when we return assignments. We need to then view the conversation as critical communication practice for the student. They could very well have to challenge or question an evaluation from a boss at some point, so interaction that could help prepare them for that experience would be incredibly valuable. I found this to be an incredibly important piece. Communication between students/profs, particularly about the nuances of grades, is so under-discussed. Bravo for raising this topic. I would venture a guess that many students would struggle to articulate (or even consciously identify) that they feel their own lack of communication ability is one key reason they do not challenge grades. I definitely agree that power distance plays a huge role, but I believe as students' communication skills decline, these conversations will become fewer and fewer. I also would find it interesting to analyze e-mailed conversations as opposed to those that occur face to face. I suspect while many students dislike e-mail because it is so wordy in comparison with texting and instant messaging, they would probably choose that medium over an actual conversation due to discomfort.

The discussion aspect of this piece is key and there are relevant tips. I think what all faculty have to remember is that we cannot talk down to students in these conversations or give an overtone that would indicate condescension. We can all slip into it (I've been there!), but if the student perceives a partnership in the exchange, then the conversation not only stands to improve their grade, but their communication skills as a whole.

I agree with the author that we need to bear responsibility for opening these doors, in our syllabi… and in our messaging when we return assignments. We need to then view the conversation as critical communication practice for the student. They could very well have to challenge or question an evaluation from a boss at some point, so interaction that could help prepare them for that experience would be incredibly valuable.

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