Re: [Phys-L] ungrading

["Prof. Keith S. Taber" <kst24@cam.ac.uk>]

Intrigued.

These are the school's internal grades. But do the colleges not have 
entrance criteria in terms of grades in the externally marked (national? 
state?) examinations - do they just trust what the school says? (How 
could they know what counts as an A in different schools?)

Best wishes

Keith


On 02/04/2022 17:35, Anthony Lapinski wrote:
> I teach in a private school. Grades are so inflated that they have become
> meaningless. Most kids want (and get) at least an A- in all their classes.
> How can this be? Nobody wants hardships with kids, conflicts with parents,
> or discussions with admins. There's plenty of hand holding, second chances,
> test corrections, etc. The emphasis is on grades over learning. Lots of
> pressure on kids to have a nice transcript to get into a good college. This
> is "education" today. Curious if other (secondary) teachers feel the same
> way.
--

“Experience teaches us that we cannot fully comprehend any one of 
nature’s works: and those philosophers who in a disciplinable way search 
into nature…after they have written large volumes of some very slender 
subject ever find that they have left untouched an endless abyss of 
knowledge for whomsoever shall please to build upon their foundations; 
and that they can never arrive near saying all that may be said of that 
subject, though they have said never so much of it” 
<“https://science-education-research.com/commonplace/”;>


Dr. Keith S. Taber

Emeritus Professor of Science Education
University of Cambridge
http://www.educ.cam.ac.uk/staff/taber.html


Senior Member
Homerton College, Cambridge


https://science-education-research.com



Some recent postings include

Can deforestation stop indigenous groups starving? 
<https://science-education-research.com/can-deforestation-stop-indigenous-groups-starving/>

The heart-stopping queen: An analogy for a paralysing poison. 
<https://science-education-research.com/the-heart-stopping-queen/>

What COVID really likes. Researching viral preferences. 
<https://science-education-research.com/what-covid-really-likes/>

Of mostly natural origin. Is your shampoo of natural, unnatural, or 
supernatural origin? 
<“https://science-education-research.com/of-mostly-natural-origin/”;>

Not a great experiment…What was wrong with The Loneliness Experiment? 
<“https://science-education-research.com/not-a-great-experiment/”;>

We didn’t start the fire (it was the virus). A simile for viral 
infection. 
<“https://science-education-research.com/we-didnt-start-the-fire-it-was-the-virus/”;>





Recently published scholarship:

*Taber, K. S. (2019). Experimental research into teaching innovations: 
responding to methodological and ethical challenges. *
/Studies in Science Education./ doi:10.1080/03057267.2019.1658058

*/The Nature of the Chemical Concept/*/: Re-constructing Chemical 
Knowledge in Teaching and Learning/
Royal Society of Chemistry, 
https://pubs.rsc.org/en/content/ebook/978-1-78262-460-8

*Taber, K. S. (2021). The Challenge to Educational Reforms during a 
Global Emergency: The Case of Progressive Science Education./C.E.P.S. 
Journal/, 11 (Special issue), 1-21. doi:doi: 10.26529/cepsj.1109*
Recent publications primarily for teachers:

*/Foundations for Teaching Chemistry/*/: Chemical knowledge for teaching/
Routledge, ISBN: 9780815377740

*/MasterClass in Science Education/*/: Transforming Teaching and Learning/
Bloomsbury Academic, ISBN: 9781474289412


Editor-in-Chief: */RSC Advances in Chemistry Education Series/*
Royal Society of Chemistry Book Series
Proposals for Advances in Chemistry Education volumes (edited or 
monograph) are invited. Scholarly books on all aspects of chemistry 
education are being considered for publication in the series ( 
https://science-education-research.com/advances-in-chemistry-education/ )




*ECLIPSE - /Exploring Conceptual Learning, Integration and Progression 
in Science Education/*
https://science-education-research.com/projects/eclipse/



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