It seems to be common practice in higher education, especially at DU, for professors to require attendance and give out grades for adherence to these attendance policies. This attendance grade coerces students to attend class on a regular basis, and it’s a practice that ultimately ends up serving both students and professors in a positive manner. However, another debate is presented in the policy of grading participation, which doesn’t necessarily benefit students or class discussion.
Many professors and educational tools advocate for grading participation because of the idea that students need to be prepared for being required to speak in the “real world” after graduation. In this argument, it can be reasoned that speaking skills and thinking on the spot benefits students, which is why this skill should be graded. There are sites that display how and why professors should implement participation grades. While it might seem like a positive enforcement in theory, the actual practice isn’t beneficial and inclusive for all students.
Participation shouldn’t be graded because small classes with a limited number of students are designed for the purpose of group discussion and the opportunity for students to speak their minds, or to listen. Placing a grade, and therefore a consequence, on participation takes away a students initiative in voicing their ideas and also puts pressure on students to say something—anything at all—in order to meet grading requirements. Discussions might be motivated by consideration for a grade before consideration of the actual content.
Students may speak merely to hear themselves talk while others are left floundering for something to say. The definition of participation is dependent upon the individual teacher as each has different sets of expectations, requirements and values. This variability is merely another concern for students, attempting to cater to their teacher’s grading rubric.
Of course, this makes it sound as if students are obsessed with their grade and not with learning, which is definitely not the case. Students want to be able to learn and gain knowledge from their studies, but the way in which students do so varies greatly with each individual. Some students learn better by speaking a lot as they talk through their ideas, while others learn best by listening and building their thoughts before being ready to share them.
A student’s possible lack of constant participation isn’t necessarily a sign that the student is lacking in speaking skills, or that the student will struggle in the “real world”. However, grades and subsequent GPAs are the proof and reflection of knowledge and ability to anyone outside the classroom. Students who choose to engage in class without necessarily speaking often, for whatever reason (introversion, anxiety, disability, etc.) shouldn’t be punished for not participating in an apparent and aural manner.
Without the pressure of trying to adhere to grading standards, classroom discussions would be solely for the purpose of engaging with the class content. At the university level, especially in upper-level courses, content demands attention and discussion, which should spur natural seminars without the threat of a grade looming overhead.
