Grading Classroom Participation

Abstract

Grading class participation signals students about the kind of learning and thinking an instructor values. This chapter describes three models of class participation, several models for assessment including a sample rubric, problems with assessing classroom participation, and strategies for overcoming these problems.A recent study of core curriculum syllabi at Seattle University revealed that 93 percent of courses included class participation as a component of course grades. Our informal discussions with professors, however, suggest that most professors determine participation grades impressionistically, using class participation largely as a fudge factor in computing final course grades. This phenomenon helps explain why assessment and measurement scholars almost universally advise against grading class participation (see Davis, 1993, pp. 80, 283). According to Jacobs and Chase (1992), weighing student behaviors into a course grade "contaminate[s] the grade as a measure of achievement of the course objectives" (p. 195). Jacobs and Chase identify several reasons for not grading class participation: professors generally don't provide instruction on how to improve participation; interpretation of student behavior is difficult and subjective; participation often depends on a student' s personality, thus disadvantaging shy or introverted students; record-keeping is problematic; participation scores for a given individual are hard to justify if challenged.Despite these objections, we believe that grading class participation can send positive signals to students about the kind of learning and thinking an instructor values, such as growth in critical thinking, active learning, development of listening and speaking skills needed for career success, and the ability to join a discipline' s conversation. By explaining these values to students, professors can justify the emphasis they place on class participation. Moreover, research reveals that students with a high grade orientation value only those portions of a course that are visibly graded (Marzano and others, 1988, p. 137;Janzow and Eison, 1990). When students see that their participation is being graded regularly and consistently, they adjust their study habits accordingly to be prepared for active participation.

The "Why" of Class Participation: A Question Worth Asking

“…A QUESTION WORTH ASKING Raymond C. Jones iven its prevalence in course syllabi (Bean and Peterson 1998;Chu and Kim 1999;Gopinath 1999), class participation clearly registers as important to faculty. We codify our values for a course in the grading scheme and, if appropriate, a corresponding descriptive rubric for performance.…”

“…This may involve some sort of data collection (i.e., a roster where we check off whether students can answer questions when we call on them), or it may remain impressionistic (Bean and Peterson 1998). For students, however, it may be unclear what they should be prepared to do.…”

“…As described by Bean and Peterson (1998), cold-calling involves calling on students at random to answer a question posed by the instructor. (They note that this method may be most recognizable from the film and television series The Paper Chase; it was the preferred tactic of the illustrious Professor Kingsfield.)…”

“…The problem then arises of who is actually participating. Although we may call this whole-class discussion (Bean and Peterson 1998), a simple collection of data will probably prove otherwise. If we track who, exactly, participates, and how much, we will likely find that it is the same consistent few.…”

Language-Building Activities and Interaction Variations With Mixed-Ability ESL University Learners in a Content-Based Course

“…Bean and Peterson (1998) established some classroom events that involved participation; some of these linguistic behaviors can be summarized as follows: discussion moments, short exchanges between professor and students, student comments made in class, students who take risks and make mistakes, students who ask questions for clarification, and students who ask questions in private or in small groups.…”