Part 2 of a 3 part series - Part 1 - Part 3
What do we value? “What you value, you talk about.” Walk into nearly any school across this country and chatter about grades permeates every hallway and corner. But not necessarily learning. In schools, we value grades. This has a pernicious effect on what young people and adults believe is important. Grades and testing are more distracting from actual learning than any smartphone or app on the market. I may not have mentioned this before, but I taught at a school where, every morning, along with the pledge of allegiance, every student in the school would recite the following motto out loud in lockstep to start the day:
“School X students will meet or exceed grade level standards as set forth by local, state, and national assessments!”
Talk about a lack of vision. Of values. For what purpose? What about wonder? Or learning? When I say assessment, I don’t mean grades. That is what they meant in that motto though. Students chasing success defined by scores. But the solution can’t simply be eliminating grades. In going gradeless, you can’t simply toss grades out the window without replacing them with something else or you’ll likely create a vacuum of confusion and chaos. Instead, you have to deftly swap one system for another, like Indiana Jones-style except we’re tossing out the bag of sand in favor of something with real value (and with less running hopefully!).
What is required is a culture shift. Not a change in society, at first at least, so much as a change in the culture of individual schools, which stand apart from culture at large. What we can replace grades with is dialogue. Dialogue, for me, is the foundation of assessment. Constructive criticism and care. Grades are monologic - something done to you. We’ve all felt it. That sting of an unfair grade. A 9 out of 10? For what, you nitpicky...?!? You’re subjected to the selective judgment of every teacher you;ve ever had. Compared to the teacher, police wield more physical power and potential for harm over your average person. But the teacher is, in my mind, secondary to the police officer in the amount of unchecked power over the autonomy of other humans. Keep in mind that every day, most every person age eighteen to four, can typically only go to the restroom with the permission of an adult they barely know. An unavoidable biological necessity controlled sometimes by the whims and moods of another person. Doesn’t that strike you as a little odd, philosophically? Why does compulsory attendance in a class or, later on, choosing a course because I might be interested in the subject, inherently give another person the right to judge me? Why do we simply accept that learning and being judged go hand in hand. To be clear, I’m not conflating learning HOW TO MAKE judgments with BEING judged. The latter is the one I’m skeptical skeptical of.
Dialogue, on the contrary, requires the sharing of power. There still exists, perhaps inescapable, a uneven power dynamic. But in dialogue there is a two-way street. Give and take. Dialogic teaching, while certainly time-consuming last semester, allowed me to create an open and authentic channel of communication, or feedback loop, with my students which we both used to improve and develop more complex understandings of the material, each other, and the world. I learned as much, if not more, from dialogue with my students as they learned from me. This is what assessment means to me.
One way I was able to assess my students and my teaching this semester was by using a pre and post survey. Of course, I did plenty of assessing of my students along the way, and as a result, I continually assessed my teaching and course structure overall making tweaks here and there. But it’s not until the end of the semester when my students get to fully reflect on our journey. Today, I’ll be sharing their comments from the exit survey and the SEIs (Student Evaluation of Instruction) they completed. For my survey, I received 29 out of a possible 29 responses because I required the surveys be completed prior to final meetings with students. I asked three open response questions. I’ll go over their comments in this post. In my previous post, I wrote about their quantitative responses. I’ll conclude this series in my next post by bridging last semester with the new semester, part 3: Final Meetings & New Beginnings.
First, I’ll begin with the experiences my students found most memorable. To analyze this qualitative data, I simply counted occurrences of experiences (see below). I’m proud of the thoughtful comments my students left, which were almost entirely positive, but I’m resisting the urge to copy them all below so you won’t be endlessly scrolling. If you’d like to see the comments for yourself, you can find all the results here.
Q1: Please describe your most memorable experience in this course. This experience could be positive or negative.
Total Appearances of Experiences
This data was helpful for me in planning for next semester. Essentially, anything that didn’t receive a mention here is on the chopping block, and even some of the things that were mentioned might still be eliminated from my curriculum. Despite one appearance of guest speaker, I believe based on the feedback I received immediately following our guest speaker’s visit and it’s appearance here that I will pursue a guest speaker next semester to end the course again and will probably continue that as a tradition. With one appearance, monoprinting will return with some slight tweaks as a demonstration of artistic process. However, with only one occurrence of sketchbook, along with some criticism you’ll see later in the student suggestions, I’ve decided that weekly doodles will not continue next semester. I love teaching students how to make sketchbooks, but I prefer to do that if they are going to become an important part of the course. It seemed as though most weeks, students were either rushing or creating doodles that were unrelated to what we were doing in the course. While they did get the students drawing regularly, I’m not sure they were worth the extra time commitment. We also did not have ways of naturally fitting them into class time as I had originally intended.
It seems obvious that the lesson plan presentations were extremely valuable to the students as it was mentioned most by a third of the group. Nearly another third mentioned the Creating Culture experience, followed closely by Clay on the First Day. All of these therefore seem like essential pieces of the puzzle. I only want to bother with things that will stick with students long after they leave my class. We just don’t have time for anything else. Everything else we did last semester is up for major modifications or elimination. The goal is ‘less is more.’ I have to make the response and feedback process more streamlined and efficient if I’m going to be convinced that the approach is practical for K-12 classrooms.
Q2: Please describe your most valuable takeaway from this course.
Baby’s first narrative analysis! I realize writing this that the data I collected last semester is allowing me to employ methods I’ve been learning the last year and a half in my PhD program. It’s interesting to try these out on my own data, even sort of “fun” to try different approaches and try to teach them to myself. I’m seeing how research methods could benefit classroom teachers who want more sophisticated, credible, and accurate pictures of what is going on in their classrooms. It’s disappointing though that teachers across the country aren’t permitted ample time to deeply analyze and apply their own teaching! A thought also occurs to me that it seems a little strange that I’m only employing these methods now, outside of my coursework and that I have not had any opportunity to practice these methods under the guidance of a professor. Something seems wrong about that. It reminds me that classrooms should be places of practice where we try putting things to use. Funny that I learned ABOUT so many different methods without actually learning how to DO any of them. Lots of philosophy, theory, and styles though. *Sigh*
Anyway, I attempted to code student responses the the above question. Coding, as I understand it, is a qualitative method where one searchers for occurrences of certain words, concepts, and themes. This is a mechanism of narrative analysis. First I got out my highlighters and began reading through a print out of the comments. Then I realized that I had a computing machine that might be able to help with this task. So I tried, and quickly learned, that highlighting multiple terms using multiple colors in Microsoft Word is deceptively challenging. Long story short, the “Replace With” tool was the key. In any case, I’ll share a PDF of the coded comments with the total occurrences of various words and concepts. The following categories and concepts emerged from the comments: Art; Creativity & Its Characteristics; Settings & Tools; Effects; and Audience & Agency. You can see the terms that I clustered together to create this categories and probably guess fairly well as to my reasoning for the sake of time. The most prominent terms included “I’ at 42; “art” at 38; “creat” for create, “my” at 28; creative & creativity at 21; “learn” at 22 followed closely by “class” at 21; “valu” for value & valuable at 12; “me” at 12; “lesson” at 9; “student” at 9.
My favorite phrases however were some of the following, as they resonated with my goals for the course:
I have more value than a grade.”
Beyond this, I’m not sure how much there is to be gained from this analysis. If I was to compare these results with my quantitative data from my previous post, I suppose that I would temper my excitement because here I see so many people mentioning how everyone is creative and creativity can be improved, whereas the numbers showed how a number of students seemed confused about creativity being something that is dynamic. Additionally, art was mentioned most but does that conflict with the “art is a privilege” statement that divided the class on the survey?
It’s positive that there were so many mentions of art and creativity, by every student at least once, although that is what I would hope for and even suspect. Two thirds of the group mentioned learning and class specifically so I appreciate the correlation, since the course was focused on art-integration. It seemed as though most statements involved what I would call statements of agency, like “I did this” for example. I wonder if there is a way to measure agency or if I should try to look for changes in agency from the beginning to the end of the course?
I don’t know if there is much else to interpret here. I feel like there is a deeper level of analysis or other tools I could apply but I’m not sure what right now. It was a decent amount of work to analyze the comments but a lot of that could be attributed to learning curve and troubleshooting the software. I’ll try this method again next semester and see if it is more productive. Still, the document is pretty and colorful :)
Q3: What else would you like to share about your experience in this course? This is my first time teaching this course and using some of the methods we have used so any additional feedback regarding your experience in this course would be extremely appreciated. What didn't work for you? What worked for you? What would you change or tweak? What would you keep the same? Thank you!
The last question invited feedback concerning what worked and what didn’t work from my students’ perspectives. I have to say that this was the most HELPFUL feedback I have ever received from students! I truly feel like these comments alone justify the dialogic approach. Generally speaking, this constructive criticism felt like it was coming from colleagues, as if we’re on the same page now at the end of the course. The vast majority of suggestions are things that I wish I had thought of changing or already have thought about changing! Was this the result of establishing a culture of criticality through conversation? Being vulnerable? Transparency? Did I just get lucky by having a very professional group? This is something I’ll be thinking about in the future.
I didn’t employ a specific method of analysis for this section. I simply looked for positive comments (blue), critical comments (pink), and suggested solutions (yellow). For expediency, I’m sharing a PDF of the document as I went over them and made notes by hand and I am too tired/lazy to go back and redo them digitally.
How do you think their proposed changes align with the changes I had already been thinking about? I found that keeping a running list throughout the semester helped me keep track of tweaks I wanted to make in the future. For the most part, I feel like we’re in agreement.
Finally, I would just like to wrap up this post with a little brag by including my SEIs. This is the primary evaluation instrument of the university. In total, I received 14 out of a possible 29 responses. Unfortunately, only half of my students completed them so I don’t really consider the quantitative data very valid. Ironically, THAT is the data I would be primarily judged with (and I mean judged). Though I did receive a 4.9 overall :) On the other hand, what qualitative data I did receive was very positive overall. I was happy and humbled by their kind words:
Honestly one of the best, most dedicated, and prepared instructors I have ever had."
So what do you think? Do you agree with my analysisis…is. Did you see things that I missed? Have any questions? Thinking about collecting your own data about your teaching? Have tips to share? Let me know!
As I stated previously, I will follow up this post with Part 3: Final Meetings & New Beginnings where I will bridge last semester’s final meetings with students and the beginning of a new semester with a brand new group of future teachers. Thank you for reading!"
I'll mostly be blogging about my experience teaching pre-service teachers about creativity and artmaking. I teach a class called Art Curriculum & Concepts for Teachers for undergrads planning on becoming classroom teachers. Among other things, I'm attempting to "Go Gradeless" while experimenting with more effective approaches to teaching visual art integration.