Barry Westling

Hi Gail: Many teachers choose not to offer EC. They would argue if it's important and required, it should be part of the graded assignments. Some institutions do not allow EC at all, while others make it an option. My college has a category for "Professional Development". It can have an impact the student's grade, to the point it could reduce the student's score one whole grade level ("A" decreased to a "B"). Because our institution puts an emphasis on the importance of these attributes, it's a requirement. Especially these days where a graduate worker-applicant seeking employment needs every edge… >>>

Hi Faylee: I agree, and I think most teachers would agree we want to be as objective as possible when assessing student performance. One way to help assure objectivity is to develop a grading rubric. This will allow both teacher and student to know exactly how and why specific points will be earned on the different components of an assignment or assessment. The teacher can even discuss how the different categories will be graded, with examples of past student's errors or why they didn't earn all the points they thought they had coming. So, a rubric can be quite helpful… >>>

Hi Roger: Good comment. I think of preparation like an auto mechanic. You bring your car in for some problem. You expect the shop to be clean and orderly (prepared). You expect the mechanic to quickly arrive at a diagnosis of the problem (instruction). And you expect the problem fixed when you pick up you care (knowledge received). Now if you went to a shop, where it was dirty, greasy, and the mechanic had to look all around for tools and/or parts, and it took twice as long as estimated to fix the problem, that'd be a different story. So… >>>