Blog #6: Writing & Grading

In the concept of grading, there is a misconception that the importance of a designed or specified letter grade or number (percentage) score is the end result of what the students participate with their assigned work. On the contrary, the main basis for grading that I have performed in the past has involved the writing portion (i.e. reflections or essays) and conduct class summarizations of how each individual did, as well as categorize the finished products with the best on top and the least prolific at the bottom.

As a secondary measure, I tested students (or in this case soldiers) with the didactic learning of the instruction. When there was a weakness of the task at-hand, I would give a negative response (i.e. “no-go”), but would allow them to re-try the event after returning to the end of the line. If the soldier were to fail the attempt on a second or third tries, then I would retrain or re-teach the soldier with remedial peer work. The soldier would then come back and get re-evaluated to see if they conducted a successful performance with either a pass or fail.

Giving these soldiers a score or letter grade would not be sufficient for the battle field when the task would become life-threatening actions. These soldiers would have to act and re-act on certain scenarios and situations, thus the pass or fail grading system. Testing, re-testing, and offering remedial training on a repetitive aspect only ensures that each individual would perform accordingly, as well as work in unified manner with their respective teams.