EVALUATION AND FEEDBACK
Evaluation would focus on understanding and not just on memorization.
Evaluation and feedback would try to encourage independent and critical
thinking, a solid grounding in grass-roots realities and a good grasp
of theoretical tools. Projects and assignments would be part of this
process.
WEIGHTAGE
The following weightage scheme would be followed:
Attendance - 20
1st Mid-Semester exam - 20
Project (equivalent to 2nd Mid-Semester exam) - 20
End-Semester - 40
It is expected that everybody attends at least 80% of the classes. Everyone with an attendance of over 80% will get full weightage (i.e. 20). Those with less than 80% attendance will lose one grade level, i.e. a person otherwise getting a B will now get a C.
What I am trying to say to you is that coming to class is important - we will chat, we will debate, we will see film clips. Your being able to answer the questions asked in class is not necessary. Just come.
USE OF QUALITATIVE FEEDBACK
The tests would be a mix of objective type and essay-type questions. Projects / assignments would also be given. Every essay-type question would be given a qualitative grade which should be interpreted in the following way:
NS: Not Satisfactory. Not understood.
B: Borderline. Rarely given - only in borderline cases where I am unsure whether or
not the student has understood.
S: Satisfactory. Understood the basic concepts and able to apply them.
G: Good. Understood the basic concepts and able to apply them and able to
discuss the issue in a discerning and critical manner.
E: Excellent. Understood the basic concepts and able to apply them and
able to
discuss the issue in a discerning and critical manner and and has
done extra readings that add significantly to the understanding.
OVERALL GRADING
The overall final grade at the end of a semester would reflect the above framework. It would also be affected by regularity of attendance and active participation in classroom discussions.
The central tendency in the various tests, etc. would be examined. The central tendency would be converted into grades as follows
Not Satisfactory == F
Borderline == Usually also F, very rarely D
Satisfactory == C
Good == B
Excellent == A
Normally, to get an A there must be evidence of serious extra reading.
WHY THIS SYSTEM OF GRADING?
This feedback system rests upon a certain understanding of what it
means to be educated. To be educated does not mean being able to give
quick and superficial replies. It means learning the ability to think
about questions at some depth. For this, it is also necessary to
acquire the habit of reading what various people have to say about a
question. Especially, the habit of seeking out scholarly and reflective
texts and critically examining their arguments. We hope to encourage
the development of such attitudes and habits by our grading and
feedback system.
HIGH EXPECTATIONS!
In this course, threshold grading is followed, not relative grading. So
there would be no limit on the number of 'A' grades given. The standard
for getting an A grade is high. But it would give me great pleasure to
have a final situation where each and every student is getting an
A.
In
the final grades, normally no D would be awarded. If a student is
consistently in a situation where one cannot make out whether or not
s/he has understood (i.e. D), then the overall performance is
not
considered good enough to pass.