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This-essay is a7311081.htm which is available at the web-site See more notes at the bottom. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One ========================================================== %PERCENTAGE ACCOMPLISHMENTS 731108 In traditional classrooms it is often assumed that all students start with a common background, a common set of desires and interests, and that they are motivated to strive toward a common goal selected by the institution and/or the instructor. The assessment of the instructional program is dominated by the traditions and practices associated with the individualistic assessment of the percentage of the distance from assumed origin to assumed goal that individual students progress. For this reason, in traditional instruction most team-work is restricted; as are student initiatives, decisions of students, and dialogue. The value judgment is made that what is most valuable is the certification of individual accomplishments, rather than the education of real students. In the value system usually associated with traditional instruction---this means that failure leads to estrangement and alienation---through the lack of a fail- safe context. The carry-over values are often negative ones. It might be helpful to consider the concept of percentage accomplishment as it might be applied to the instructor, in a parallel to how it is traditionally applied to the student. Using the traditionally accepted assumptions, the instructor might properly be graded in terms of the average percentage accomplishment which he facilitates within the class --- and be paid accordingly. If the assumptions are appropriate in grading the students who outnumber the instructor, they should be appropriate in grading the instructor who is at a clear advantage over the students---in having greater power to appropriately modify the instructional program so as to maximize average percentage accomplishment. Such modifications might possibly include an examination and periodic modernization of the system of assumptions under which the students (and instructor) are graded. It seems only consistent, however that there be balance and integrity in the process of mutual evaluation --- there should be one common set of shared assumptions. These suggestions may facilitate the evolution of instructional programs which will more adequately be responsive to the needs of real students to become aware of the relevant fundamentals of science in terms of which they might solve real problems and respond appropriately to dilemmas which cannot be resolved with technical means. (c) 1999 by Paul A. Smith in GO: "Search for Integrity and Honesty" (On Being Yourself, Whole and Healthy) ==========================================================
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