This-essay is a7310011.htm which is available at the web-site www.essayz.com. See more notes at the bottom. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One ========================================================== %GRADING LIMITATIONS 731001 So long as there is a union of education and certification and so long as there is payment for educational services there will be a motivation to validate the educational process. Some techniques will be used to measure in some way the nature and extent of educational progress. In our modern era many sophisticated methods of gathering and analyzing information about educational progress have been developed. In many instances computers are utilized to make possible evaluation procedures which were not before possible. Yet even so there is a tension between education and certification. Is it wise to attempt to facilitate educational growth which by its very nature can not be certified? Suppose there are no testing instruments to objectively measure a students' accomplishment in a certain possible learning experience. Suppose that the inevitable existence of instructor-bias is of such a critical importance that it would be essentially impossible to fairly evaluate students' accomplishment in educational ventures of a certain sort. Suppose individual student differences undermine the traditional assumptions about measuring and inter-comparing students's accomplishments. Are such insurmountable barriers to meaningful evaluation of students' educational progress to be grounds for not attempting to facilitate certain educational ventures? Consider aesthetic learning experiences of familiarization and appreciation. Consider affective learning experiences which might facilitate more harmonious human relationships. Consider learning experiences in which students might be powerfully confronted personally with antithetical value systems and styles of life. To what extent are such learning experiences not part of our educational programs because nobody knows how to objectively and fairly evaluate and so certify the fulfillment of such educational objectives. It would appear that through the communication channel of political decisions and actions many educators have answered that last question of the previous paragraph, and the answer is that difficulty of evaluation is grounds for not attempting to facilitate certain kinds of educational ventures. Thus our dedication to our grading practices imposes certain limitations on our liberal arts educational programs. (c) 1999 by Paul A. Smith in GO: essayz.com "Search for Integrity and Honesty" (On Being Yourself, Whole and Healthy) ==========================================================Lines beginning with a percent sign are KEYWORDS for use in ESSAY-System Searches. Their terminal digits are dates of writing in the format @yymmdd#, where @ = a means 99, @ = b means 20, and # = is a within-date essay-count. Links to date-adjacent essays are near page top & bottom.
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