An Argument Against Grading Participation
What if eliminating participation grades entirely could create an environment that invited thoughtful engagement from all our students? Even if you do not want to eliminate participation grades, Lang’s use of structure and inclusive methods can help strengthen discussions and increase participation.
Even if I could track everyone’s participation accurately, I am not sure we really should grade students on how willing they are to raise their hands and speak in front of a group. We all know — or have been — students who are made anxious at the thought of class participation, or who have learning challenges or disabilities that prevent them from engaging in a whole-class discussion as actively as do their peers. Should they be punished for their character traits or anxieties?
A few years ago those concerns reached enough of a fever pitch to persuade me to stop this practice altogether. It was difficult to abandon, because grading participation does stem from a positive intention: I want students to take part in class. Those who participate are more likely to succeed in the course because they have articulated their thoughts, have received feedback, and can revise them for graded papers, quizzes, and assessments. Those are excellent reasons to encourage participation.…
But while those are excellent reasons to encourage participation, the motivation does not have to come in the form of a grade.