So let’s shine a light over
there and ask: What’s our reason for trying to evaluate the
quality of students’ efforts? It matters
whether the objective is to (1) rank kids against one another, (2) provide an
extrinsic inducement for them to try harder, or (3) offer feedback that will
help them become more adept at, and excited about, what they’re doing. Devising more efficient rating techniques –
and imparting a scientific luster to those ratings – may make it even easier
to avoid asking this question. In any
case, it’s certainly not going to shift our rationale away from (1) or (2)
and toward (3).
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