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Sean Trott's avatar

Great post! I started a full-time teaching job at UCSD this year and so much of this resonates. In addition to "cop" I'd add something like "legislator": because classes are often >300 students, I spend too much time worrying about how to design "general" course policies that are the least bad while also trying to balance not over-loading myself or my teaching team with administrative work. But this still means that a non-trivial % of my time is (as you said) spent responding to student requests for exceptions, etc., most of which seem entirely understandable and none of which I'm really that interested in litigating. It also means deciding how/whether/when to enforce semi-arbitrary policies, where an exception makes sense in each particular case, but where (because of the class size) it still feels like I need *some* general rule.

I think I agree with 99% of what you've written—I do, however, think that some kind of external motivator can be really helpful. I'm not sure it's grades per se. But in my own life, for example, there are things that I *want* on some level to learn (and will ultimately enjoy knowing) but which I know I don't have the discipline to sit down and push myself to do. Those things are most useful to have classes for, and in turn it's helpful to have some kind of external push to attend those classes and do the work. But that said:

1) I agree grades may not be the right approach;

2) I especially like the idea of separating instruction from evaluation;

3) It's also entirely possible that the reason I require so much external motivation in these cases is because I've been trained in a system that centers grades and evaluation! Maybe there's a better way forward.

The other challenge with separating instruction from evaluation (which I think is broadly good) is that, at least in my experience, you sometimes see resistance from teachers. Now, that's in part because historically it's been tied to things like evaluating *teacher* performance (evaluations all the way down!) and even school funding. But it is a potential obstacle.

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Bob van Vliet's avatar

For everyone nodding along to this (like me): there is growing and global movement of educators to do grading less and/or differently, mostly under the banner of 'ungrading' (e.g. see https://www.jessestommel.com/tag/ungrading/ and https://www.alfiekohn.org/article/case-grades/ for two foundational authors). There is also a growing body of work showing that "compared to those who received comments, students receiving grades had poorer achievement and less optimal motivation" (https://www.tandfonline.com/doi/abs/10.1080/01443410.2019.1659939?journalCode=cedp20)

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