Grading Pupils in Vocational Subjects (Classic Reprint)
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| Hersteller: | Forgotten Books (Macdonald, D. J.) |
| Stand: | 2015-08-04 03:50:33 |
Produktbeschreibung
Excerpt from Grading Pupils in Vocational Subjects Among administrative problems in education it is safe to say that the importance of none has been more largely underestimated than that of grading pupils. Even superficial scrutiny will convince an observer that almost universally the grades or marks given at the end of stated periods are at best, blanket or omnibus grades and have little, if any, significance to teacher or pupil in the way of indicating progress in acquiring desirable physical, mental and spiritual habits. Regardless of how conscientious teachers are, grades as ordinarily given may, with propriety, be referred to as "covering a multitude of sins." Times without number has the writer questioned teachers relative to the true meaning of A+ or B grades only to receive a cold and somewhat disturbing stare accompanied by some such response as, "It means that his work for the term has been such as to entitle him to this grade," or, "I don´t understand you, I don´t see what you can possibly have in mind." When pressed further their responses revealed that not for a moment had thought been given in daily or weekly grading to progress made by pupils in acquiring those dispositions and habits without which life cannot be a success. The significance of ordinary daily, weekly or term grades, when they have any significance whatever, may doubtless be stated in terms of the amount of subject matter mastered when compared with the total amount to be mastered. And this is true whether the subject be Literature, History, Algebra, Latin, or any of the more modern school subjects. Is this the way it should be? Are teachers dealing fairly with pupils when their methods of grading are such as to gloss over the very characteristics which the cold world values most? May it not truthfully be said by pupils who later succeed that they do it in spite of our methods rather than because of them? Is it not incumbent upon teachers to analyze success in terms of the original and acquired powers and capacities involved and from this derive a working schedule for daily guidance? Some pertinent questions on grading may be of assistance: (1) What are your reasons for grading your pupils? (2) When you give a grade what is its fullest possible significance to you? To your pupil? (3) What relation, if any, should obtain between those dispositions, aptitudes, habits, etc., which determine success in life and your method of grading? (4) What bearing, if any, should society´s cold, calculating method of evaluating human worth have upon your method of grading pupils? (5) Of what significance for teachers should society´s method of attaching unequal values to "success" factors have? About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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