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Grading in the Post-Process Classroom From Theory to Practice

ISBN-10: 0867094370

ISBN-13: 9780867094374

Edition: N/A

Authors: Libby Allison, Lizbeth Bryant, Maureen Hourigan

List price: $33.75
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Description:

Grading in the Post-Process Classroomtackles that all important and difficult issue: How do we fulfill our responsibilities to the traditional academy and still teach our students to become resistant critical thinkers? While the question is not new, new faces and voices in the field as well as the advent of virtual writing classrooms require different responses. Currently, most articles on the subject of grading end with the suggestion that teachers should not give grades--an alternative that few instructors find viable, especially in an era of increasing calls for teacher accountability. Grading in the Post-Process Classroomanswers the question of what to do when theory and practice collide. In addition to discussions of the ideology of grading, it offers specific alternative, theoretically informed grading schemes--from narrative evaluation, contract grading, and new ways to configure portfolio grading to how to grade in cyberspace. Included are pieces by both established scholars and new voices in the field. Interspersed among the theory chapters are shorter, personal, self-reflexive essays that consider how to negotiate political pressures within a department.
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Book details

List price: $33.75
Publisher: Heinemann
Publication date: 10/21/1997
Binding: Paperback
Pages: 224
Size: 6.25" wide x 9.25" long x 0.50" tall
Weight: 0.594
Language: English

Maureen Hourigan is an assistant professor of English at Kent State University's Trumbull campus, where she teaches basic and first-year writing, honors English, and women's studies courses. She is the former director of freshman composition at the University of Nevada, Las Vegas.

Introduction: Grading in the Post-Process Classroom: When Theory and Practice Collide I
The Ideology of Grading What Can Be Done About Grading?
Cross Purposes: Grade Deflation, Classroom Practices
Departmental and Institutional Influences on Grading: Conflicts of Accountability
Grading Student Writing: The Dilemma from a Feminist Perspective
The Post-Process Classroom: Theory into Practice
Judgment Deferred: Reconsidering Institutional Authority in the Portfolio
Writing Classroom, Gale Grading the "Subject": Questions of Expertise and Evaluation
Taking Students to Task: Grading as a Collaborative Engine
Grading from a "No-Curve" Pedagogy
Dear Teacher: Epistolary Conversations as the Site of Evaluation
Demystifying Grading: Creating Student-Owned Evaluation Instruments
Grades for Work: Giving Value for Value
Afterword