|
|
A logical consequence to the problems we as educators have with
evaluations is that deep down inside, some of us do care what these evaluations
are doing to the minds of our students. But the response is usually as
perplexing as the original problem. If the problem is that an "F" will
demoralize a student and send the message that she is a categorical (or
at least a categorized) failure, then we will not give the grade. This
curious backlash is the attempt not to grade our students; for fear that
the student may allow the grade to crush him under the weight of judgement
and condemnation. Perhaps this is the reason we as a profession have become
allergic to giving lower grades, because we too feel the pressure of evaluating
the existential worth of each individual. So, instead of identifying incompetent
or inadequate work as "failing, we give them "C's" or in some cases even
asterisks (*) and in some cases Double asterisks (**) to indicate their
insufficient grasp of the task at hand.
How absurd! All we have done is accept
this distasteful illusion of the purpose and reason for grading and evaluations
as if it had an existential certitude that implied that God sitting in
his throne was simultaneously marking in some majestic and transcendental
grade book out there the very grades we place in our little, torn, and
worn green gradebooks down here. When are we going to wake up and smell
the ditto copy fluid? How dare we take upon ourselves the ambience and
mask of the Great and Powerful Grand Poohbah of Education and Evaluation
(but don't mind that person behind the curtain)? And whether we admit it
or not, we often feel like the "wizard of COZ" when our students ask us
questions dealing with evaluation of their work or how the tests will be
graded or what percentages this test or essay or project will be and WHY?
Our insightful response is more often than not a nod and one spoken or
unspoken word: COZ. And students can smell our uncertainty, and maybe that's
why we're the enemy. They must admit their fallibility and vulnerability
and we don't. We stand before them as masters of the universe impressing
them with knowledge they could acquire faster and easier if they didn't
have to wait on a course to be taught it (but more about that later. Instead,
we use various substitutes such as a "NP" or an asterisks (*) or some other
such nonsense in the hopes of distracting the student from what is being
said here. Not only is this an insult to the intelligence of a student
that they cannot figure out the meaning of the substitution, but it does
not deal with the cause of the problem in the first place, that evaluations
as they are performed today lack intrinsic value and are laced with all
sorts of extrinsic values which are not even of our own choosing.
All this lends itself to the bane of university
identification, the inflated grade. And I believe this has happened because
the "grade" itself has become an "ego-illusion" for Administrators, Faculty,
and Students. Until we are ready to face this simultaneous desire/fear
to evaluate and be evaluated, to justify and be justified, the inflation
cycle will go on since we are no longer interested in reality but our own
precious perceptions of what we need to feel "successful" and "good".
I am thinking we should start each class with a prayer, but before
you "separation of church and state" people condemn me to a life without
the enlightenment of Maureen O' Murray, let me assure them and you that
I merely suggest that we invoke prior to the beginning of each class the
values we hold most dear in our colleges today. It should go something
like this (but feel free to alter it to the present tastes of each class):
"Let us now bow our heads and invoke the memory and powers of that most
sacred Trinity as we venture forth into the values which make our nation
great and your futures secure. In the name of the JOB, and the PAYCHECK,
and the Holy GPA, Amen."
If you have comments or suggestions, email me at figueroaf@mail.brcc.cc.la.us
This page created with Netscape Navigator Gold