First Semester Chapter 2 – Process vs. Product: Grading
The second chapter of First Semester covered a lot of concerns that I and others in our cohort I’ve talked to are struggling with right now. The first section of the chapter dealt with one such frustration: is it too late to be studying theory now that we’re already in the midst of teaching? Sure, it’s helpful information to know, and everyone can agree that these theories would be beneficial if we implemented them in the classroom (such as the discussed topic of process versus product approach), but are we going to change the format of our class or our syllabus at this point in the semester? And how exactly can we implement practical applications for these theories we’ve been discussing? I’ve been extremely grateful for Ball State’s setup for preparing graduate students compared to other models (I don’t know if I would have been able to do this at all if I hadn’t been given a semester to observe and practice under mentor supervision), but that doesn’t necessarily take away all the “baptism by fire” elements of our situation (and I’m not sure any setup ever really could).
I was glad to find that the second-ish half of the reading addressed grading, as that is one area of theory to practice that I’ve felt a disconnect with. I related to Tess’s initial crisis over grading – that she didn’t know how to grade, that sometimes she felt like the only reason students responded to her authority was that she was in charge of assigning grades, and that sometimes the threat of a poor grade seemed to be the only tangible way to motivate students. Grading seems to be one of those elements that ideally shouldn’t need to be there, but because of how students are used to participating in the educational system we’ve set up over the years, it’s become a crutch that might topple the whole system if taken away (it reminds me of Peter Elbow’s view of teachers, although I would like to think of teachers as aids rather than crutches). One way to implement a process-based approach while still maintaining the grading systems is contract grading – which again, I love the idea of in theory, but I don’t think anyone in our cohort felt familiar enough with to implement in the first semester.
Connected to this idea of grading and the practical implementation of the process versus product theory approach, I was very drawn to the idea on page 36-37, that perhaps an overcompensation of process might eliminate product altogether. That to an extreme we can become like scientists “made only in order to know, not in order to produce things” (Restiano 36). While I don’t think this is entirely true – if we are participating in process, it leads inevitably to production – it does bring forward a concern that’s been crawling its way through the back of my mind for some time. By rewarding solely participation in process and devaluing product, are we setting students up for failure in a career world that will ultimately judge them based on product? Or does building up good methods of process lead to quality product on its own? Does the “all things in moderation” principle apply here, a middle ground that balances process and product we should be seeking? Or is this one of those areas that can’t be solved by theorizing alone, but is only answered through practice, time, and trial and error in the classroom?
How have you experienced the process versus product approach in your classroom? How has grading factored into this? Have any of you experienced similar concerns?
Jessie,
ReplyDeleteI was also glad that the readings made me feel seen, in a way. It was nice to read that other people have experienced the same struggles we are going through. I think process versus product has made a grading a little complicated for me. If we are focusing on process, or so we claim, how can we justify ourselves when we are forced to additionally focus on product due to university requirements for grades and deadlines.
In terms of my own grading, I do the nest I can, but have had a hard time finding a method that really works for me. I use rubrics, even though I am not the biggest fan of their limitations. The perks of rubrics is that they can make grading a little less laborious than if I were to use something like contract grading. It is a hard decision to make though because I want to focus on the process, but am forced to emphasize product due to our constraints. To sum up: I feel the struggle.
Abbie
Jessie,
ReplyDeleteI really like the observation you're making here in your last paragraph. That's something that's on my mind too, especially when we have looked at more extreme theories that throw out the concept of grades all together and treating writing more like the process actual writers have. I think that's the question we don't really have an answer to . . . how do we hold students accountable in such a situation? It would be the ideal if we didn't need grading in order to maintain authority or to get students to turn in work. But if all we're ever grading on is participation, rather than the actual product a student submits, how engaged will they really be in the process? Will they take revision seriously? Will they care about improving their papers?
I have similar feelings about a lot of the more "idealistic" theories we've looked at, from ID 601 to now. In theory, I buy into them, but in practice, how productive will they really be?
I haven't yet started peer revisions, so I'll keep you posted on the process in my class . . . fingers crossed for best results.
I definitely think that product is important and we shouldn't just throw it completely out the window, but I think, like you said, it kind of boils down to what we think the purpose of the course is and what we value in assessment. Personally, I grade the students against themselves. They will score higher as their process and strategies and creative/critical thinking skills improve. I think the big thing to remember is that process inherently leads to a better product. The better the process, the better the product. Yes, focusing on process without a product in mind can definitely lead to what you described, but I think that as long as there IS intentional scaffolding toward a tangible goal, the process improvement will only benefit.
ReplyDeleteJessie,
ReplyDeleteYour analysis of process vs. product in the classroom was really interesting to me. If we put so much emphasis on creating and laboring over a process, does that inevitably lead to a good product? Or does taking value off of product lead students to focus too much on process and forget the end goal? This is puzzling for me, because I have designed my class so there is not unlimited chances for revision. For the 8-12 page paper, I allow for one revision within 2 weeks of my grading it, but other than that, it's up to the students to turn in finished, polished work. I'm sort of banking on the idea that process focus in class leads to good product in the end. Your ideas make me wonder if it's effective. If not, how can we balance both product and process so that the papers we eventually get are well done?
I also agree with your statements on theory - it's hard to learn as we go (and as we are currently teaching). I am glad, though, that our program offered us at least the first semester to just be a TA instead of having our own classes. I doubt I would have been able to succeed if I had my own classes to take and 2 to teach at the start of all this. We have to be thankful of the little victories!
Kristen
Hi Jessie,
ReplyDeleteI too am grateful for the preparation that Ball State provides for its GAs before we begin teaching. I've talked to other GAs at other universities, and many of them are just thrown into the classroom without anything other than a syllabus and a week long orientation. As much as I like Ball State's system, I believe there could be more of a balance in the theory that we do learn so we are less overwhelmed. It can be hard to just focus on teaching while we have so many different theories to consider using in our instruction.
I really liked your reflection on process theory and how far we can push it. I think process theory works well as long as you customize it to your own class. Every new group of students that we get are going to have different sets of needs, so we may need to add more/pull back on some of the process theory we use in the classroom. I've struggled with how much theory to enact in the classroom, but knowing that we're all going through this struggle has helped.
Hi Jessie,
ReplyDeleteI like how you pointed out the fact that we had the opportunity to go through some training and observation before getting our own classes. I can't imagine how it would be if we had been thrown into the fire without any sort of preparation. It is true that most of us are facing the same struggles regarding how to implement certain ideas in our classes, but observing our mentors was something really valuable for us to apply some of their techniques in our classrooms.
Something I am trying to do in my classes to show them what I value the most through my comments to their assignments. They might see that I don't emphasize on form or things like that, but on how they are growing as writers by considering other important aspects of writing.
Hi Jessie,
ReplyDeleteIt's really contradictory and hard to do. Process over product or product over theory? Process helps a students to come up with a good product. That's undoubtedly true. This process theory wants students to develop. And what do they mean by develop? It means coming up with a good product at the end.. That's how I define the objectives of process theory. Because we just can't avoid the product. Our ultimate goal is to enable our students produce good product. This is really hard to think how you are gonna grade their starting papers, as you are not focusing on product. Again if you give them good grades for their process only, would that be worth always too? I'm stuck in these questions too. As Shelbi said, we have to have our fingers crossed to see how our experiments work out.
Teaching is unique to individual. I would say focus on your students and your own values, design strategies according to them. Combine theories according to need. with time and experiences, we will also get the appropriate one to apply in our classes.
Thanks for this post. I too have been struggling with the knowledge of all the things I could be doing better (with my increasing knowledge of theory) and this feeling that my hands are tied. Now that I have four weeks of solo teaching under my belt, I see so many things that I wish I had done differently and that I wish I could change. Even, I feel guilty that I may have let my students down because I did not prepare them in the ways I see now that I could have.
ReplyDeleteYet, that’s sort of the whole point about this. We’ll struggle and we’ll make mistakes and we’ll continue to improve based on all the things that we learn (through theory, through practice, through trial and error, through talking with others about what they are doing in their own classes). I love that you bring up the “baptism by fire” image because that’s exactly how it feels in those deep dark moments of doubt. Yet, there is something cleansing and purifying despite all of that. It is only through that “baptism by fire” that we CAN be refined––and made stronger for it.