November 7th, 2011

CCE518

Prof. Stanford Goto

Now presenting…..Lee Pace & Claire

Nollman

ACT ONEStarring:

Lee Pace as Julius Atrayou (the student)Claire Nollman as Mrs. Franzia (the teacher)

FLASHPOINT?

•Find a partner.•Share an experience you have had with this flashpoint.

Activity #1

Class/#of students

Grade of90-100%

Grade of80-89%

Grade of70-79%

Grade of60-69%

Grade ofBelow 60%

Chem 14139 students

5.13% 23.08% 23.08% 25.64% 23.08%

Chem 14139 students

12.82% 38.46% 23.08% 7.69% 17.95%

Chem 14128 students

21.43% 10.71% 32.14% 14.29% 21.43%

Chem 13943 students

18.06% 32.56% 20.93% 2.33% 25.58%

Chem 13942 students

11.90% 19.05% .33.33% 14.29% 21.43%

Chem 12148 students

20.83% 25.00% 25.00% 6.25% 22.92%

Grading Statistics from Edmonds Community College Chemistry

Interview with Mary Obrien

• Chemistry department head, EdCC

• Taught chemistry in community college (EdCC) for 30+ years

• The only job she has ever had

•Mary did not view this flashpoint as a challenge per se, but viewed it more as a part of doing business as a teacher

•She feels that this situation is common to all classes and all teachers

•Mary believes that this flashpoint is caused by human nature and competition for competitive professional programs

•Perhaps the most significant response was to how to deal with this flashpoint, especially in front of other students

•Explicitly explain grading practices

•Insure students know what is expected of them

•Repeat throughout the quarter

Results

• Never discuss a students grade in front of other students

• Insure that students are prepared for the class (pre-requisites)

• Provide written solutions to exams, quizzes, and assignments

• She does not give second chances to improve grades. She feels that students have had ample opportunity to practice and giving a second chance sends the wrong message

• Mary has never used a pass/fail grading system

• She does not think there is any difference in which students are likely to complain about grades

• Mary believes that grades can promote learning. In fact, if learning hasn’t taken place by the time a final grade is given then we do have a problem!

Results

Garcia & Hoelscher say….

“The way in which we address these difficult interpersonal situations [diversity flashpoints] can lead to outcomes that range from pain and suffering to more positive feelings of self-worth and enhanced learning.”

“Successfully managing a flashpoint situation requires knowledge, skill, and compassion.”

Effective Grading: A Tool for Learning and AssessmentBarbara Walvoord Ph.D & Virginia Johnson Anderson Ph.D

Principle 5 Listen and Observe

Principle 6 Communicate and Collaborate with Students

Principle 8 Seize the Teachable Moment

Activity #2• As a class, choose one of the scenarios presented in Activity #1.

•How do you minimize the negative impact of this interaction?

•How can you turn this situation into a learning experience?

How can we use grading as an effective learning tool?

Resources

Managing Diversity Flashpoints. Joseph E. Garcia and Karen J. Hoelscher, Rowman & Littlefield Publishers, Inc., 2007

Effective Grading: A Tool for Learning and Assessment. B. E. Walvoord and V. J. Anderson. 2nd ed. Jossey-Bass, 2009.