March 2006
Sun Mon Tue Wed Thu Fri Sat
      1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31  


Search





About
This Blog
The author
     My Webpage
     My Faculty Profile
     My Curriculum Vitae (CV)
     Contact me


Archives
March 2006
February 2006
January 2006
December 2005
November 2005
October 2005
September 2005
August 2005
July 2005
June 2005
May 2005
April 2005
March 2005
February 2005
January 2005
December 2004
November 2004
October 2004
September 2004
August 2004
July 2004
June 2004
May 2004
April 2004
March 2004
February 2004
January 2004
December 2003


Categories


Links to my published articles online
List of Publications with Full Citations

2006
Adolescent Diary Weblogs and the Unseen Audience

2005
Conversations in the Blogosphere: An Analysis "from the Bottom Up". Hawaii International Conference on System Sciences (HICSS-38) Best Paper Nominee.

Weblogs as a bridging genre

2004
Bridging the Gap: A Genre Analysis of Weblogs. Winner of the 2004 EduBlog Awards as best paper.

Common Visual Design Elements of Weblogs

Women and Children Last: The Discursive Construction of Weblogs

Time until my next publication submission deadline
27 March 2006 23:59:59 UTC-0500


Links to my conference papers online
2005
The Performativity of Naming: Adolescent Weblog Names as Metaphor

2004
Buxom Girls and Boys in Baseball Hats: Adolescent Avatars in Graphical Chat Spaces

Time until my next conference submission deadline
31 March 2006 23:59:59 UTC-0500


Bibliographies
Adolescents and Teens Online Bibiliography
Last updated July 8, 2005.

Weblog and Blog Bibliography
Last Updated November 22, 2005.

My CiteULike Page

My Book2
New books are added but reading status is rarely accurate.


June 08, 2005

Qualitative vs. quantitative grading

New Kid on the Hallway has a very good discussion of qualitative vs. quantitative grading in their post Grading and grade complaints (another cross-blog comment).

I much prefer to give letter grades rather than numbers because I'm very comfortable describing the qualitative difference between a B paper and an A paper (or even a B, B, and B+ papers); given the way the 100 point scale works, however, a B can be anything from an 83 to an 88 (or whatever range you use), and I'm much less comfortable making distinctions within that point range - what is the difference between an 83 B paper and an 88 B paper? or an 83 B paper and an 84 B paper? Because you know there's going to be that student out there who has calculated their grade and figured out that if they get the 84 instead of the 83, they will get the A- instead of the B+, and they're going to argue for that damn point. But if I give a student a B, then they've earned a B. I'm sure some would argue that the B should be a B+, but to me, the difference between a B and a B+ is much more significant than the difference between an 83 and an 84 (and I know an 84 isn't a B+; my point is that a B and a B+ feel like much more different grades than an 83 and an 84 do). I suppose one of the things this reveals, really, is that I don't think in terms of numbers when I grade papers. Instead, I think in terms of scales, or degrees. Paper X does this, this, and this that I asked students to do; it goes in the A category. Paper Y does this and this but not that; it goes in the B category.

I agree and I wonder if all of the "purely" quantitative researchers can explain the difference between say an 89, 90, and a 91 grade in their classes. My guess is they can't because the distinctions are too fine. I certainly have never heard anyone talk about writing rubrics that cover all the point levels individually. Man now that would be a master work to read...but I sure don't want to write the thing that way.

Read the whole post it's very well done.

Posted by prolurkr at June 8, 2005 10:40 AM

Trackback Pings

TrackBack URL for this entry:
http://www.professional-lurker.com/cgi-bin/mt-tb.cgi/683