In recent days, grading the class participation (CP) is becoming a kind of cumbersome, that, too, in spite of many models for assessment, including clear rubrics for evaluation. We often hear comments from our colleagues that students are left unsatisfied with their CP grades. Also, the percentage of CP of the final course grade matters, for instance, Harvard Business School gives a 50% weight to CP, and in general Business Schools give 10 to 20% weights!
Grading classroom participation (CP) has its roots in the Socratic Method of Inquiry (Mello, 2010), and continues to generate debates for and against the practice. Mello (2010) identified three different prevailing views on the matter (those who passionately support it; (2) those who just as passionately hate it, and (3) those who tolerate it, viewing it as a necessary evil. According to Bean and Peterson (1998), most faculties at that time were against it.
Jacobs and Chase (1992) contended that the practice contaminated the grade as a measure of students’ achievement of the course objectives when behavior (in this case, CP) was weighed into class grades. Some of the reasons against CP that were given were (1) the lack of clear guidance about CP from professors; (2) the subjectivity inherent in the interpretation of what constituted effective class participation; (3) these scores were difficult to defend if they were to be challenged, and (4) the difficulty of assessing personality factors that informed CP (e.g. shy students might not be as participative as more gregarious students – but they might be stronger in coursework than the more outgoing students). Gindis & Gomoll (2014) echoed some of these same concerns.
Mello (2010) pointed out that researchers have been trying to determine the efficacy of CP assessment since the 1920s. More recently, CP has been positively associates with the active (vs. the traditional passive) student centered pedagogies (Manzer and Rassuli, 2005; Dallimore, Hertenstein and Platt, 2006). So, it seems, the debate continues!
My personal view is this: for online learning, much of the subjectivity evaporates since every student is given clear guidance on what constitutes CP (e.g. each student must reply to the posted discussion, and must respond to at least two peer postings; shy students are not subjected to the stares of other students, etc). Participation becomes quantifiable on that measure; additionally, each student has an equal opportunity to respond in a more scholarly manner due to the nature of asynchronous learning, which allows students to conduct research before replying to posts. So, perhaps a heavier weigh can be applied in the case of online learning – and grading can be defended if questioned. In traditional classrooms, however, given the lack of opportunity to perform scholarly research before responding to class discussions, and due to the subjectivity issues mentioned above, perhaps the lower weights might be applied. In case of hybrid classes (online and traditional), perhaps the focus might be on online discussions when grading. Just a thought…
References:
Bean, J. C., & Peterson, D. (1998). Grading classroom participation. New Directions For Teaching & Learning, 1998(74), 33.
Dallimore, E. J., Hertenstein, J. H. and Platt, M. B. (2004). Classroom participation and discussion effectiveness: Student-generated strategies. Communication Education, 53, (1), 103-115.
Gindis, M., & Gomoll, J. (2014). DEBATE: Should class participation count? Scholastic News, 82, 7.
Jacobs, L. C., & Chase, C. I. (1992). Developing and using tests effectively: A Guide for faculty. San
Francisco: Jossey-Bass.
Manzer, J.P. and Rassuli, A. (2005). Teach us to Learn: Multivariate analysis of perception of success in team learning. Journal of Education for Business, 81, (1), 21-27.
Mello, J. A. (2010). The good, the bad and the controversial: The practicalities and pitfalls of the grading of class participation. Academy of Educational Leadership Journal, 14(1), 77-97.
Grading classroom participation (CP) has its roots in the Socratic Method of Inquiry (Mello, 2010), and continues to generate debates for and against the practice. Mello (2010) identified three different prevailing views on the matter (those who passionately support it; (2) those who just as passionately hate it, and (3) those who tolerate it, viewing it as a necessary evil. According to Bean and Peterson (1998), most faculties at that time were against it.
Jacobs and Chase (1992) contended that the practice contaminated the grade as a measure of students’ achievement of the course objectives when behavior (in this case, CP) was weighed into class grades. Some of the reasons against CP that were given were (1) the lack of clear guidance about CP from professors; (2) the subjectivity inherent in the interpretation of what constituted effective class participation; (3) these scores were difficult to defend if they were to be challenged, and (4) the difficulty of assessing personality factors that informed CP (e.g. shy students might not be as participative as more gregarious students – but they might be stronger in coursework than the more outgoing students). Gindis & Gomoll (2014) echoed some of these same concerns.
Mello (2010) pointed out that researchers have been trying to determine the efficacy of CP assessment since the 1920s. More recently, CP has been positively associates with the active (vs. the traditional passive) student centered pedagogies (Manzer and Rassuli, 2005; Dallimore, Hertenstein and Platt, 2006). So, it seems, the debate continues!
My personal view is this: for online learning, much of the subjectivity evaporates since every student is given clear guidance on what constitutes CP (e.g. each student must reply to the posted discussion, and must respond to at least two peer postings; shy students are not subjected to the stares of other students, etc). Participation becomes quantifiable on that measure; additionally, each student has an equal opportunity to respond in a more scholarly manner due to the nature of asynchronous learning, which allows students to conduct research before replying to posts. So, perhaps a heavier weigh can be applied in the case of online learning – and grading can be defended if questioned. In traditional classrooms, however, given the lack of opportunity to perform scholarly research before responding to class discussions, and due to the subjectivity issues mentioned above, perhaps the lower weights might be applied. In case of hybrid classes (online and traditional), perhaps the focus might be on online discussions when grading. Just a thought…
References:
Bean, J. C., & Peterson, D. (1998). Grading classroom participation. New Directions For Teaching & Learning, 1998(74), 33.
Dallimore, E. J., Hertenstein, J. H. and Platt, M. B. (2004). Classroom participation and discussion effectiveness: Student-generated strategies. Communication Education, 53, (1), 103-115.
Gindis, M., & Gomoll, J. (2014). DEBATE: Should class participation count? Scholastic News, 82, 7.
Jacobs, L. C., & Chase, C. I. (1992). Developing and using tests effectively: A Guide for faculty. San
Francisco: Jossey-Bass.
Manzer, J.P. and Rassuli, A. (2005). Teach us to Learn: Multivariate analysis of perception of success in team learning. Journal of Education for Business, 81, (1), 21-27.
Mello, J. A. (2010). The good, the bad and the controversial: The practicalities and pitfalls of the grading of class participation. Academy of Educational Leadership Journal, 14(1), 77-97.
Classroom activities prepare students for the eventual workplace activities. What work do we foresee our students to do? Will it be similar to the written essay type tasks? Will it be the simulation of of multiple choice written exams? Will it be just like class participation?
I believe that the grade weight for class participation will depend on the extent of work attributed to class participation that we imagine our students to face and do in the future.
I put emphasis on the role of teachers in this regard. If the order of the class is changed into a participatory style, then the participation score would rise automatically. By that I mean the class need to be activated by students and the teacher should just play as director. If it is changed in this way, then we would see a change in giving score share to participation; and this is upon the teacher to direct the class in this way by adopting some new teaching methods PBT.
Some objective assessment scale and variables are to be defined . , such as, preparedness for assigned topic can be assessed by answering the questions; Class attentiveness, value of its contribution to any related issue discussed in the class. These variables are to be defined by the teacher / instructor by him self according to his circumstances. Objectivity will also promote transparency in grading. A continuous experience in this area will further improve variables to be taken into account in grading. Assistance may be taken from business communication techniques.
It depends heavily. Classroom activities like participation encourages students to "say something". At least here in North America, most students lack confidence in their education and are quite scared to be wrong (unless it is entirely opinion based). It offers the chance for them to experience being wrong and learning from it. One particular area where this is crucial is Mathematics (so I will consider only that from now on). Breaking that wall in this subject is crucial or students will not absorb the content as well. Though I'd not force it unless it was suitable, getting students to be actively involved in a lesson and getting them to answer things is vital for building up a student that isn't afraid to be wrong and one that is more flexible to the idea that being wrong is a crucial part of learning. It reinforces concepts, and it will serve useful in working either with peers, or improve on ones own research and learning abilities.
Classroom participation marks are good for really advanced courses because it gives feedback to the instructor and gives students that opportunity to set what they think "free". Fundamentally, this is a skill they will need to succeed in Mathematics, for example.
For courses like business, education, etc it makes sense to have a certain % for CP- the student contribution is needed, it is part of the course. What I do in science courses, (there is no % for CP) I up grade slightly those that have contributed with their attendance & comments.
There is no doubt that class participation brings life and energy in the teaching learning process. This procedure of giving scores based on class participation might probably work well from subject types to subject types or for courses that are designed for that procedure. However the difficulty with this method is that there are students who are shy socially, who do not want to talk or participate in events with many people and these students will never say a thing even at the cost of their scores, but only want to be tested in formal writing or when personally asked. In the contrary there are people who want to talk, whether right or wrong, not only in courses for points but in any social event which will create skewed evaluation not from what students know and retain as knowledge but who wants to say out.
Hello Charles Vincent,
What do you think of grading the class participation?
Class participation takes many forms, asking & answering questions, participating in group projects, assisting peers, are some common examples. Additionally, the importance of CP depends on the class and the level (post secondary, graduate, doctoral). Courses that are social in nature should require and encourage CP, marks help motivate this behaviour. The formation and communication of thoughts and ideas is an important part of learning and working, as is accepting feedback, agreement and disagreement. CP facilitates the development of social skills which are necessary for life after graduation. A student that gets 95% on tests and projects, which shows they understand the material and have done their work. However, can this individual function in groups? Can they communicate what they have learned? Do they have leadership potential that they are not showing? CP can help students get past things like shyness or fear of public speaking. There are lots of benefits to CP.
Math based courses require that students learn and understand the fundamentals of the subject. Without understanding the rules and proving that they do, one should probably not move on, CP is not a direct measure of this. Hence, there should be less emphasis on CP and more emphasis placed on homework, projects and testing. Still the ability to explain your work is important and so a small percentage should be allocated. CP is also a measure of attendance, if one is not present one cannot participate.
As for the satisfaction issue, CP tends to be subjective and biased. An additional issue is, the mark is often allocated in a single interval usually at the end of the course. If the instructor has not been actively monitoring and kept records of participation, marks might not be representative of the student's effort. Instructors should develop marking systems that record student effort and CP for the duration of the course.
CP also makes the class interesting and engaging which is linked to satisfaction and performance.
Daryn
If you have a moment, I am looking for survey participants for my graduate survey. (3-4 min), here is the link: https://www.surveymonkey.com/s/GZ8KR79
CP encourages student to relate with teacher.
CP also establishes a connect with the class
CP is also an instrument for motivating and controlling the behavior of the student community. CP is also to be perceived as an active vehicle for enhancing social interaction in the class. In a lighter tone: It offers a useful "Pause" in an otherwise boring lecture
I concur that participation contributes to an enhanced relationship with the instructor throughout the learning process. Also, participation provides a means whereby the instructor may gain some idea of how well students are learning the material and where shortcomings in understanding exist.
I assign the maximum marks to class participation. It helps me to keep students engage, competitive and interactive in the classroom.
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