Participation Grades: An Argument for Self-Assessments, the Potential to Reproduce Inequalities, and Preventive Suggestions

Elizabeth Bell

Philosophy

Research Output:

Contribution to journal

Article

Peer-review

Abstract

I argue that instructor-graded participation assessments, which are one of the most popular ways to incentivize classroom participation, either fail to satisfactorily assess student participation or are open to issues of unconscious instructor bias. I then argue that a better way to assess participation is to use student self-assessments. Student-self assessments not only avoid these issues, but also have other added benefits like cultivating student self-reflection which is associated with academic gains. However, self-assessments pose new worries about under confidence biases and cultural differences for some students from diverse backgrounds. This is particularly worrisome since many students in these situations are already vulnerable to systemic biases. If there is a possibility that self-assessments might reinforce inequalities, great care needs to be taken in how they are designed and implemented. I then present a way to approach student self-assessment surveys and ways to frame classroom participation to help lessen the chance that these self-assessments will reinforce inequalities.

Access to documents

10.5840/teachphil2021518146

Bibliographic Information

Output type

Research Output:

Contribution to journal

Article

Peer-review

Original language

American English

Pages from-to (Number of pages)

Pages 449-485

Journal (Volume, Issue Number)

Teaching Philosophy (Volume 44, Issue 2)

Publication milestones

Published - 12/2021

Publication status

Published - 12/2021

ISSN

0145-5788

Publication IDs

Scopus: 85116452873