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%GRADING PAPERS 771017
Grading papers occasion tests of an educators skills.
Usually student papers contain many indications of
failures to fulfill the educators expectations. Such
disappointments may reflect upon the educator's lack of
skill in facilitating learning---and so threatens the
educators In self-defense the educator may blame the
student for his or her instructional failures, rather than
come to terms with the inadequacies of the educational
program. The student may be regarded as incompetent, lazy,
distracted, or perverse. Focus in such instances will
likely be upon the legitimacy of the standards of
judgment, and the need to maintain standards to prevent
certification of incompetent students. Little attention is
likely to be devoted to the basic presuppositions of the
educational venture which originate of the students'
failures. Examination of those presuppositions is
subconsciously recognized as very threatening, and to be
avoided. The repressed conflicts over that need for an
examination of the basic educational presuppositions---
contributes to the emotional drain present in grading
papers.
Grading papers inevitably involves ambiguity and lack
of precision. There is bound to be some injustice for
these reasons. The sensitive educator will experience some
emotional drain due to this type of inevitable injustice.
Beyond such inevitable injustice there is the injustice of
requiring that evaluations be reduced to one of a very few
quantitative symbols which convey very little information
about the students' performances. The instructor is
required to write one-letter-essays describing the
students performances, and permitted to use only the
letters "A", "B", "C", "D", and "F". Adding a few extra
letters to the scheme offers little in the way of
improvement. The injustice of such constrained
communication regarding whole persons is---bound to
trouble real educators and contribute to the emotional
drain of grading papers.
In traditional educational programs grading papers is
a unilateral process which involves little or no
vulnerability on the part of the educator; there is little
mutuality. As a result there is little dialogue between
student and educator, and the educational process does not
educe the student.
(c) 2005 by Paul A. Smith in
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