On Brindley, Walti and Blascke 2009

This text is about grading compared to other learning strategies. Stresses the importance of small group working together (“social learning”) in communities as better ways to learn than “the grading” system produce. Many opportunities to connect and interact are better ways to learn than grading one another.

Siemens study 2005[1] is important as a starting point for the authors. Siemens stresses that old theories for learning are not valid in a time where technology has reorganized our lives, our communication, ways of learning and more.

The result of the study is that collaborative learning seems to “increase a sense of community” and this has positive effects on the learners ability to learn. I find the study interesting but to me it became obvious while reading this that we need more research on this topic. The authors state that “/a/lthough assessment may enhance participation for some students, observations … suggest that other factors, in particular instructional strategies, accomplish the same goal, perhaps more effectively and with added benefits for the learner”. This conclusion I find bad reinforced in this paper although the main result is exciting.

[1] George Siemens, Connectivism: A Learning Theory for the Digital Age, 2005 (http://www.ingedewaard.net/papers/connectivism/2005_siemens_ALearningTheoryForTheDigitalAge.pdf, 2014-11-14).


2 reaktioner på ”Grading or not grading

  1. That is a nice and short summary of the article. I guess there’s a need for more and high-quality research on most of these topics we’re discussing. It was kind of expected that the authors would conclude that social learning is more effective than grading. Grading feels very out-of-date. But also, social learning is probably a method that works for many (but not all) students. I think the group work we are doing together in PBL 2 is a great example of how we can help each other learn more, and on a higher level.


  2. I agree that the article could have spelled out more the alternatives to grading when it comes to motivating students. In my own courses, I often found that grading even became an issue that negatively affected group work. Students repeatedly wondered whether they would all get the same grade for their group product; and I have often been approached by unsatisfied students who said they would not accept this to happen, since they put so much more work into things.



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