stop the tyranny of the grade | J

• Engels
• Middelbare school
• vwo
• Leerjaar 5

stop the tyranny of the grade

J. In depth - Mixed questions

1. What is the function of lines 1-13?

1. A
2. B
3. C
4. D

2. Why is the American grading system highly unfair (lines 14-25)?

1. A
2. B
3. C
4. D

3. In lines 26-37 the author refers back to what she said about the disadvantages of putting grades on student work. Quote the PART of the sentence in which she does so.

4A. Why did the author stop putting grades on students’ course work (lines 38-64)? Is it because she hates grading?

1. yes
2. no

4B. Why did the author stop putting grades on students’ course work (lines 38-64)? Is it because she feels that grading is completely unnecesary?

1. yes
2. no

4C. Why did the author stop putting grades on students’ course work (lines 38-64)? Is it because she thinks that feedback will help students focus more on their work than grades?

1. yes
2. no

4D. Why did the author stop putting grades on students’ course work (lines 38-64)? Is it because she believes that giving comments and feedback is faired than giving grades?

1. yes
2. no

5. How does the author assess her students’ work (lines 65-77)?

1. A
2. B
3. C
4. D

6. What becomes clear from lines 78-89?

1. A
2. B
3. C
4. D

7. What was so surprising for students when they were asked about their motivation for learning (lines 90-96)?

1. A
2. B
3. C
4. D

8A. What were some of the more negative motivations that the author discovered when they talked about motivation (lines 97-108)? Is it because some took certain classes because they thought they would be easy?

1. yes
2. no

8B. What were some of the more negative motivations that the author discovered when they talked about motivation (lines 97-108)? Is it because some took classes they thought would be easy because they lacked confidence in their skills?

1. yes
2. no

8C. What were some of the more negative motivations that the author discovered when they talked about motivation (lines 97-108)? Is it because the students with less prior knowledge thought they couldn’t improve their reading and writing skills?

1. yes
2. no

8D. What were some of the more negative motivations that the author discovered when they talked about motivation (lines 97-108)? Is it because some students said that they were worried about the level of their reading and writing and that they wouldn’t be able to improve their skills?

1. yes
2. no

9. “They, too…” (line 112). Who else voiced similar anxieties earlier in the text (lines 109-114)?

10. What was it that was very similar to the author’s assessment of her students’ portfolios (lines 115-127)?

1. A
2. B
3. C
4. D

11. The author is very positive about the results of ungrading. What about her students (lines 128-140)?

1. A
2. B
3. C
4. D

12. What is the greatest benefit of the author’s new approach to assessing her students’ work (lines 141-149)?

1. A
2. B
3. C
4. D