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Lesson Plans


Re:Process Product and Grading

[ Thread ][ Subject ][ Author ][ Date ]
Karen Fish (kfish.hk)
Wed, 9 Oct 1996 13:03:45 +0800 (HKT)


> After months of reading this list and being what I believe is called a
> lurker , I'm taking a deep breath and making the plunge into this
> discussion about process and product.
> Oh yeah I also donned my flame proof jacket to keep me safe!
>
> I agree that both process and product are important but I have come to a
> point in my teaching where I have to start being more accountable, where I
> have to walk the walk not just talk the talk. By that I mean that in my
> classes I tell the students "experiment ... take a risk...the process is
> important...that we are learning through the process of experimentation
> ...etc etc" But then, what do I do, I grade the product. I have
> a tangible art work and I can establish criteria, rubrics and every other
> way of grading /evaluation/ feedback whatever you want to call it, but it
> is still, in my case, based around the product. I tell them in words that I
> value the process but in my deeds I am only giving creedance to the
> product. Putting this in a context I teach in an international high
> school where students are very grade conscious.
>
> The question lies in how do I make that shift in both my practise and the
> students minds from validating only the product to giving equal creedence
> to the process. I have a few ways I am dabbling with, is there anyone out
> there grappling with this issue too?
>
> Karen Fish
> Hong Kong International School
> Hong Kong
>
>