Gems from my most recent set of student evaluations:I feel that the expectation to participate is way to [sic] much. We pay to be here we should talk if we want.
And:
Participation should be optional. I pay for my education, and if I am not comfortable speaking in class, I should not be penalized.
No further comment necessary, I don't think.
Wow, they're mad? Automatically your fault, hands down!
ReplyDeleteBut you know what? I stopped reading student comments ages ago. For the most part, they are unhelpful, hateful, and just downright crazy-making.
ReplyDeleteYou have a job to do. Keep doing it, and fuck 'em.
I get the same comments. He's so rude for calling on me! Now that our evaluations are online I find that it very easy to ignore them. Why bother? They either love you because you're easy or hate you because you expect too much!
ReplyDeleteYes, fuck 'em!!!!!!!!!!!!!!!
Students often seem to claim they were "humiliated". Humiliating them of course means calling on them, or assuming they completed an assignment and asking them to comment on some aspect of it.
ReplyDeleteI no longer bother to look at my evaluations either. They are hurtful and not the least bit helpful.
Welcome to my job.
ReplyDeleteI wish I could stop reading the negative comments, like EMH suggests. But my chair still calls me in to express her concern over the complaints about me.
Of course, it's all my fault since I'm such an arrogant person who thinks he's better than them and insults and humiliates them in public. How? By doing exactly this.
I've seen a bit of this kind of reaction (more in class than in comments, since I don't do a lot of discussion; when I do, even the mildest correction/amplification of their comments seems to be taken as deeply wounding/offputting by some).
ReplyDeleteThe corollary if you spend class time on group work, peer workshops, and similar engagement-promoting (and presumably less potentially embarrassing) activities is "she made us teach ourselves" -- usually pretty clearly an accusation, but occasionally, from the brighter bulbs, said/written with an undertone of "I guess that's okay, but I'm still a bit puzzled/disoriented by the experience."
I assume that entertaining lectures receive the most positive comments, but since I don't even try to do that, I have no results to report.
My class this term has vacillated between the attempt to do free-flowing large class discussions and more directed in-class writing and group work. When I try to do the large class discussions it's, surprise surprise, a lot of teeth pulling and staring and silences. When I then direct the students to more "structured" class activities, it's more productive but often inspires some resentment and feet-dragging. "I hate group work!" showed up more than a few times on my midterm evaluations. But they don't seem to make the connection between their failure to participate in discussions and the necessity for group work. If we they all came in and pulled their weight, I wouldn't need to divide the class into groups and have everyone do a close-reading of this or that.
DeleteI agree that, from the point of view of an undergrad at a certain type of institution, the most beloved class is the one where they can just slink in and be entertained for two hours--no need to bring the book, no need to have done the reading, lots of funny anecdotes and youtube clips. I don't teach that class either.
Dare I, an undergraduate student, interject? I understand that participation is important, especially in courses which are very hands-on or which involve class discussions. The thing is, grading on participation is so subjective. The way I see it, it just opens the door for favoritism--or, in extreme cases, discrimination. So the issue, in my humble opinion, consists of a few "sub-issues" if you will:
ReplyDelete1. What consequence(s) do students who do not participate suffer?
2. If the consequence(s) involve grade reduction, then:
a. How does one measure participation? What guidelines does one use?
b. How does one resist any urges or temptations to play favorites--or, at least, keep it to a minimum?
It's not really that subjective. During class discussions I make minimal notes about who talked and the quality of their comments. Students get dinged for disrupting class, being overtly hostile, etc. As for personal biases, well, I'm a teapartying professional. I'm capable of assessing the quality of a student's work and contribution regardless of how much I personally like/dislike the student--the same as I am during grading any other type of work. It's not hard to get a perfect participation grade in my class; you just have to show up and talk sometimes. I suspect it's the same way with most other professors - the participation grade is handled lightly.
DeleteIndeed, I like to refer to it as the "do not be a douche" policy. That is, if you are talking, texting, distracting (including more than one trip to the "bathroom"), or otherwise being disruptive (ie. popping gum, yawning loudly, or anything that would cause my dean to want to fire me) then you are not participating and therefore have not earned your participation points for the day.
DeleteCan't have it both ways.
AngryCashier wrote:
DeleteThe thing is, grading on participation is so subjective. The way I see it, it just opens the door for favoritism--or, in extreme cases, discrimination.
Well, it seems to me that, before we look at any of your questions, we have to actually evaluate the veracity of this statement. I'd be interested to hear why you think that grading participation is especially subjective, or open to discrimination. Because it seems to me that it's no more open to those things than many other types of evaluation.
Like The Magical Realist, I make a note of who participates during the class meeting. I also, just after the class, make a note of any students whose contributions were especially good. By the end of the semester, I have a very good sense of both the frequency and the quality of the students' contributions.
Any assumption that this process is colored by favoritism or discrimination rests on an assumption about my honesty as professionalism as a teacher, and I'm not even going to dignify that with a response. If I were the sort of person who was interested in discriminating against particular students, it would be quite easy to do that even if I didn't require participation.
The only real concern I have about evaluating participation is that some students might not get a chance to participate because they will be drowned out by the people with louder voices or more assertive personalities. I deal with this by asking some of the frequent contributors to put their hands down, giving the rest of the class a chance to make a contribution. As often as not, however, this just results in dead silence because, as Frog and Toad correctly observes, most of the discussion is usually carried by a cadre of 8 or 10 students.
I think I've probably answered your questions, but I'll deal with them one by one anyway:
1. What consequence(s) do students who do not participate suffer?
They receive a D for the Participation component of the course grade. This component is usually about 20% of the overall grade in my classes. That basically means that a student who does not participate cannot get a grade any higher than a B+, even if he or she gets an A for every other component of the course.
(I sometimes threaten to give F's to non-participants, but usually end up reserving F's for people who don't participate and who also either miss class or are disruptive.)
2. a. How does one measure participation? What guidelines does one use?
As I said above, I measure both frequency and quality of contributions. Someone who participates in every class, but who only ever offers general comments that have nothing to do with the reading will probably receive a lower grade than someone who participates in two-thirds of the classes, but always says something insightful and intelligent about the work.
Obviously, there is some subjectivity in evaluating the quality of students' responses, but no more than in evaluating the quality of their essays or written exams. Part of my job is to consider the level of sophistication in their engagement and their understanding of the work, and that can be done for oral and well as written contributions.
2. b. How does one resist any urges or temptations to play favorites--or, at least, keep it to a minimum?
I realize that some students find this hard to believe, but I have no interest in playing favorites. The students aren't my friends, my buddies, my pals. They are my students. I'm also mature enough that I'm not interested in playing favorites with hunky guys or hot girls. If I have any favorites in my classes, it's the students who make my work easier and more pleasant by making strong contributions to class discussion. If all my students did this, then all my students would be my favorites.
My two cents worth AngryCashier, is that you're thinking about the question as an exchange: What do I have to do to receive such and such a grade? Can I encourage you to think about: What do I have to do to learn the material?
DeleteThe answer: Read the material and come to class prepared. Listen to the comments made by the prof and other students - actually respond to those comments in your own comments. Expect some of what you thought before the discussion to be wrong and to be corrected by the prof/other students. This is not a failure - it is learning.
Failure to participate will result in a weaker understanding of the material. This will have grade consequences regardless of whether there is a grade explicitly assigned to participation. The only reason most profs have a participation grade is because otherwise nobody participates, and thus nobody learns.
And add my voice to the chorus pointing out that profs are (as the name would seem to imply) professionals, who are capable of evaluating fairly. I know that most undergrads like to see us as big blue meanies, and any reduction in their grades as a personal vendetta against them. But try this: Forget about your participation grade, participate as I described above, and then see how your grades turn out. You may be pleasantly surprised.
Grading discussion contributions is fairly objective in my courses. In fact, I often run Socratic seminars in which the students evaluate each other according to the same standards I use to evaluate them. I want to see a student basing his assertions solidly on the textual evidence and not spouting vague generalities or unsubstantiated opinion. I want collaborative discussion in which students respond to and build upon each others' comments, and don't just wait for an opening to blurt out the one or two comments they've prepared. I look for good leadership, especially if the discussion wanders off task. And I look for overall thoughtfulness, which doesn't mean that everything a student says needs to be correct, it just needs to show evidence of reflection.
DeleteI think angry cashier decided to go through his/her backpack during the explanation.
DeleteAngryCashier's comment seems trollish at best, but I'll play. I'm reminded here of the parade of narcissistic undergrads who say things like "I got a bad grade because YOU DON'T LIKE ME. You PLAY FAVORITES." Let me spell it out: We don't actually care about you one way or the other. We haven't made the emotional investment that favortism requires. You're one of many--just one long sad face in a crowd. I don't even remember your name half the time, and once you leave my class, I won't remember it at all. I certainly don't lie in bed thinking of ways to punish or reward the specialness that is you.
DeleteThe exception, of course, is when you are an asshole in class. Being an assholes means texting, sighing, disrupting, or disrespecting. If you do these things, you are on my shitlist. You could be a really nice person--I don't care. Alternatively, you could be a really shitty person--a date rapist or a serial killer--but if you play nice in class, you get the points. It has nothing to do with whether or not I "like" you. You're not important enough in the context of my life to get me to expend so much energy.
AngryCashier, it is not subjective. If you say something relevant and scholarly, you participated--else, not.
DeleteThank you for your insight. I can see now that it is not as subjective as I originally thought. I still have a few concerns about participation grades but it is what it is. Let me clarify that I know most professors are professional enough not to play favorites. It's those few that I am worried about.
DeleteBut I am curious as to how it would stand up to grade appeals. Don't get me wrong; if I did not get full credit for participation, I'd take it and improve in the future and that's that. But I have about four friends who have told me that they did not get the grade they wanted because they got their participation grade docked and so they will be appealing their grade. I am sure they got what they deserved (having had classes with two of them in which they barley spoke up). But, if I may pose the question, I am curious as to how you would handle grade appeals that are based on participation grades.
Documentation is key, as it is with everything involving grade appeals. Typically, for class discussions, I bring a list of all the students with me and "check" and "check+" whenever they make a comment or ask a question, depending on the quality of the contribution. I have another mark for students who distract, disrupt, text, etc. Occasionally I make notes and observations like "Student got up and left in the middle of class," "Student's questions are consistently off-topic," etc. Sometimes I do this right after class so students aren't watching me take notes on them. It's a load of paperwork, but it's all CYA. I probably don't have to do it; my institution is pretty good about backing professors' judgments, but I like to be careful.
DeleteI meant to add, the burden of proof is on the student anyway. While it's hard to defend against favoritism w/o paperwork, it's equally difficult (or should be) to allege charges of it w/o documentation as well.
DeleteAngryCashier
DeleteBut, if I may pose the question, I am curious as to how you would handle grade appeals that are based on participation grades.
That's a reasonable question.
If a student in my class appealed his or her grade on the basis of the participation score, I would handle it by pointing out my record of the student's attendance and participation (obviously, attendance is a factor, because you can't participate if you're not in class). This, of course, would only cover the quantitative aspect, i.e., how often the student participated.
This is, for a few of my students, as far as I would need to go. I have some students in my class this semester whose voices I have literally never heard. As far as I am aware, these students could have had their vocal chords removed at birth, because they have never said a word. In cases like that, all I would need to do is point out that they have literally never participated, so they can't get a participation grade.
Of course, some students participate a little bit, or a bit more, and it's not all about quantity.
When it comes to the quality of the students' participation, I think that I could offer a pretty good narrative overview of each student's strengths and weaknesses. I have the roster for one of my classes open in front of my right now, and looking down that list of names, I could give a short description of the type of contributions made by each and every one of those students.
I know that Awesome Annie does the reading every week, and makes frequent contributions that reflect a close attention to the main arguments and the details of each text. I know that Confused Charlie usually does the readings, but doesn't understand them very well (either because he's not very smart, or because he reads them carelessly), and he tends to completely miss the point when he makes classroom contributions. I know that Superficial Sally talks in almost every class, but usually makes some general comment based on prior knowledge, and has never offered a comment that shows any familiarity at all with the assigned reading. I know that Periodic Pete doesn't speak very often, but when he does, he shows impressive insight and analytical abilities, and often identifies issues that none of his classmates have noticed.
If a student (let's call him Dissatisfied Dave) appealed a grade based on participation, I could make a series of comparisons like this for the review board. I could tell them, "Dissatisfied Dave got a C for participation. According to my records, Dave missed four classes this semester, and of the classes he attended, he participated in discussion about 40 percent of the time. Some of his contributions were quite good, but others reflected a lack of familiarity with the readings. He participated less frequently than Mediocre Mike, although the quality of their contributions was similar. Mike got a C+ for participation."
And so on. Because the system is, to some considerable extent, comparative, I could support my grade by pointing out where Dissatisfied Dave fell in the class hierarchy of participation. I could say, "He was a bit better than these three students, all of whom received C-'s or D's, and he was not as good as these three, who received C+'s and B's."
I recognize that there is some subjectivity to this process, and for that reason I tend to err on the side of generosity rather than parsimony when allocating participation grades. If I'm not sure whether a student deserves a B or a B- for participation, I will always give them a B, just to make sure I'm being fair.
Undergrad Cashier, I axed participation grades when the size of my classes got too large for my ability to remember that many names and faces. Now good participation gets you a bump if your grade is on the border, and that's that -- 10 or so people usually do the heavy lifting of discussion.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteArgh . . . I always vow not to read those stupid ignorant evals, and I always break that vow. I know it's my fault, too. If I have a class of 25, and 20 evals, "Fabulous class," and 1 mean-spirited psycho eval, that's the one I obsess over for days and nights!
ReplyDeleteI completely whored myself out for good evals this semester. Do I feel dirty? BOOYAH.
ReplyDeleteI have a nice, spacious place behind a desk where I can throw the envelope full of them. It lands with a nice, satisfying "THUD!" and it's nigh-on impossible to get a hand back in there, to get any of the envelopes out. Oh, if some administrator demanded it, it could be done, but not without rearranging the furniture majorly.
ReplyDeleteI've received a great many comments of the same kind. I just don't understand why students think they can go to university but not have to speak or discuss issues. It is simply such an integral part of the learning experience. I even get it from students in language courses! Imagine taking a language and thinking one should never be called on or expected to participate orally!
ReplyDeleteOh, I don't call this category "Participation" anymore; I call it "Work Ethic" and mark students present when they demonstrate it and absent when they don't.
ReplyDeleteAdjunts at my uni must now be re-hired each term and part of the process is the SEI review with the chair. During the review, I had to explain that one long negative comment came from a student who came into Intro to Hamster Fur Weaving and wanted me to give him lectures on Intro to Duck Feathering. Didn't happen. Therefore, I did not meet his needs as a student.
ReplyDeleteThree others did not like the way the course was organized. There are only four of us who teach this class and we all use the same style. But, their needs were not met.
What the chair didn't talk about are those comments from students who really liked the class. One of them has a publisher interested in his take on Fur Weaving and was shocked that my method of pitching a publisher worked.
Overall, it doesn't matter what you do in a class, as there will always be someone who wants to bitch. What matters is how those SEI's are read and interpreted.
I think we should start evaluating our deans and accusing them of not managing the campus for letting these people come out of the woodwork.
ReplyDelete@AngryCashier: At first I wondered if perhaps you weren't being a troll, but your measured and mature follow-up post showed that I was wrong. I was very much impressed by your statement, ". . . I'd take it and improve in the future and that's that." Good show. I think you may go far.
ReplyDeleteAs far as your friends, keep in mind that people relate things in ways that put them in the best light, or evoke sympathy. If they did not get the grade they wanted they didn't put forth enough effort. There's more to education than just grades. Some of the most important things you learn in college aren't on the exams.
I have a solution that kinda works.
ReplyDeleteFirst off, like others have said, my participation grade is more of a 70% behaving well (respecting others when they talk, not texting, attending, etc) 30% participation. So, just by showing up and being polite you have a 70%
Then, about halfway through the semester I pass out my participation worksheet http://eslcarissa.blogspot.com/2012/06/self-evaluation-for-participation.html I explain this will NOT be used to calculate their grade I have already calculated their grade, I want to know what they think.
They also have a space for comments and I respond (I am thinking of making this paperless in the future, but for now the worksheet works).
It works well as they understand why and (even if they want to argue) they can see more clearly where I am coming from.