The Situationist

Posts Tagged ‘grades’

Ideology and Grading

Posted by The Situationist Staff on May 22, 2011

From Inside Higher Ed:

Republican professors and Democratic professors presumably produce different outcomes when they enter the ballot box, but what about when they record grades?

A forthcoming study finds that there may be notable differences. Democratic professors appear to be “more egalitarian” than their Republican counterparts when it comes to grading, meaning that more of the Democratic grades are in the middle. Republicans are more likely than Democrats to award very high grades and very low grades.

While the study documents those differences, the work will not satisfy political partisans hoping to demonstrate that Republicans are trying to encourage Darwinian competition with grading or that Democrats are Lake Wobegon graders afraid to suggest anyone did poorly. That’s because the study makes clear that the researchers lacked the information to determine whether the Democratic or Republican grades were better reflections of student performance. The only thing the researchers could vouch for was the politically linked pattern in grading.

The study — forthcoming in Applied Economics — is by Talia Bar, an assistant professor at Cornell University, and Asaf Zussman, assistant professor of economics at Hebrew University of Jerusalem. They examined thousands of grades in a dataset covering the grades awarded at an unnamed elite American university between 2000 and 2004. Party registrations were used to identify professors’ political inclinations, and the faculty at this university leaned Democratic, especially among humanities professors. Using SAT scores as a proxy for the preparedness of students, the researchers were able to rule out patterns in which Republican or Democratic professors had better students.

On grade distribution, Republicans were more likely to give very high and very low grades. Among grades given by Republicans, 6.2 percent were C- or lower, compared to only 4.0 percent of the Democratic grades. But Republicans were also more likely to give out A+ grades (8 percent of their grades, compared to only 3.5 percent from Democrats).

Another key difference is that black students tend to fare better with Democrats than with Republicans.

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More.

Related Situationist posts:

Posted in Distribution, Education, Ideology | Tagged: , , | Leave a Comment »

Banning Laptops in the Classroom – Abstract

Posted by The Situationist Staff on April 20, 2008

Kevin Yamamoto posted his forthcoming article, “Banning Laptops in the Classroom: Is it Worth the Hassles?” (57 Journal of Legal Education (2008)), on SSRN. Here is the abstract.

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Over the last several years law school classrooms have seen an explosion of student laptop use. Law professors have allowed this by default, generally under the pretense that laptops make note-taking easier. However, many professors complain that students use their laptops to play games, watch movies, or if they have an Internet connection, to do web surfing and e-mailing during class. This paper presents my experience in banning laptops from my classroom in the Fall of 2006, the first time it was done at my institution. The article covers the reasons for and against allowing laptops in the classroom, my reasoning and procedure for banning them, perceived differences in the classroom experience and relevant student comments from my course evaluations, which were overwhelmingly positive to the laptop ban. Also covered are the cognitive psychological reasons in support of banning laptops. Studies show that lower grades were correlated with increased student web browsing during class (Grace-Martin & Gay, 2001; Hembrooke & Gay, 2003), and the amount of time which students used their laptops for tasks other than taking lecture notes (Fried, 2007). MRI studies of the brain indicate that the brain stores information differently when distracted, which occurs when students attempt to multi-task in class (Foerde, Knowlton, & Poldrack, 2006). The science of note-taking is also covered, which indicates verbatim typing may interfere with learning (e.g., Kiewra, 1991). The paper concludes by urging law school professors to review why laptops are allowed in their classrooms and, unless they feel that laptops increase student learning, to ban or heavily restrict their classroom use.

Posted in Abstracts, Life | Tagged: , , , , , , | 1 Comment »

 
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