Participation as Grades

As many of us are nearing the end of another academic term, I would like to share several articles on the topic of using student participation as part of grades. Six years ago, I shared an article on how one might Evaluate Participation (2016/10/29, Encouraging and Evaluating Participation). Today, I would like to address the question of should class participation be a part of a student's grade? The short answer from Robert Talbert, Professor of Mathematics and Presidential Fellow for the Advancement of Learning is “No”.

Much of Robert’s longer answer can be found at an on-going academic blog with his colleague David Clark Grading For Growth (2022). Talbert and Clark have developed four pillars of alternative grading which align with and support Feldman’s (2019) three elements of equitable grading. Their pillars include (some of these will resonate with each of you as they also align with many of the SoTL blog articles presented earlier):

Clearly defined standards.
Helpful, actionable feedback.
Marks (if any) that indicate progress.
Reassessments without penalty.

From Clark and Talbert’s blog, a summary of the longer response to participation follows:

“Participation directly reflects student behavior rather than learning, and it is susceptible to bias. It is viewed through an instructor’s unstated or unconscious expectations about what “participating” looks like. This tends to benefit students whose modes of participation are deemed “acceptable” by their instructor. If participation must be assessed, then it is something that must be taught and practiced with feedback, just like any other skill. Participation is best incentivized by making class worth participating in, and recognizing that students can participate in many ways. If you absolutely want to assess participation, one of the best ways is to give students multiple paths to earn credit for participation, and to value student voices in deciding what “participation” means.”

The authors reframe the argument from an equity standpoint, as articulated by Joe Feldman in his book Grading for Equity (2019). Feldman reminds us that a “student's grade should be based on evidence of learning -- nothing more and nothing less. This is about equity because if we start factoring in items like attendance, participation, even things like extra credit, it tends to benefit only those with the wherewithal to take advantage.”

Talbert also shares that “participation does not provide good data as it is not evidence of learning. Above all, grades shouldn't be used to solve class management problems.”

References

Feldman, J. (2019) Grading for Equity: What It Is, Why It Matters and How It Can Transform Schools and Classrooms. Thousand Oaks, CA: Corwin, a SAGE Company.