Exit Slip: October 19 (Accuracy of grades and competition)

One thing I took away from today's class is the importance of the context of grading. This is because I had a hard time reconciling the idea of teaching students the curriculum and also teaching students mathematics in a broader sense. 

I personally find designing assessments stressful, because there's no way to measure everything a student absorbs from the classroom and pair that with their personal circumstances to create a concise grade. If the grades have implications for educational progression, there's more at stake and it can be difficult to ignore a student's plea for passion and potential. 

Entrance Slip: October 19 (Marks, Grades, and their effects on schooling)

As a math major, I love numbers. I love to make sense of numbers wherever they show up, and bring them into the equation when they are absent. As a student however, I honestly hate (receiving) numbers. I will never forget my awful, gut-wrenching, despairing 12% midterm result from first year (for context, the class average was a whopping 10%- like, 123456789...10). People left that exam crying! And for what? That grade was eventually scaled. 

Inquiry I Topic

 Define your question: 

In understanding the long term effects of the COVID-19 Pandemic on the Education System, is the shift in how students value work habits and acquisition of knowledge reparable after the lockdown?