Ok, folks. For this workshop, you’ll be determining how your participation in this class should be assessed and then arguing accordingly for your participation grade. We will do this twice this quarter.
First, how do we assess participation? And how does grading work in this class?
Next, what’s a learning outcome in higher education? What are its conventions?
Once we address those questions, then you’ll need to get into your clusters. There, please write TWO outcomes for participation in 205. If you were the instructor of this course, then how would you measure participation? Where does the classroom begin and end? What does it mean to contribute to conversations? What are some metrics for assessment? What should and should not count?
Please make your outcomes as concrete as possible. You will not be able to continue to the next step of the workshop until: (1) I approve your outcomes, and (2) you have posted them on the class blog.
Once you are finished collaboratively authoring your two outcomes, then please individually write a one- to two-page argument for a portion (10%) of your participation grade in this class. Use the 4.0 scale. I will read your argument and then decide that I:
(1) Agree with you (in which case I will inscribe your grade accordingly), or
(2) Disagree with you (in which case I will either increase your grade OR request a face-to-face meeting outside of our regular class meetings).
Things that you should include in your argument:
(1) Your grade (in the top right corner of the first page),
(2) Your name (in the top right corner of the first page),
(3) Specific evidence from the class (e.g., what you’ve done, said, written, or the like),
(4) Direct references to the two outcomes you just co-authored (e.g., “According to our cluster’s outcomes, participation in 205 means…”), and
(5) Signatures from everyone present in your cluster. Note: for this workshop, signing your peer’s argument does not mean you agree with it. It means you read it.
Things you should not include:
(1) Excuses (too late now),
(2) Direct appeals to me (use evidence instead), or
(3) Any finger-pointing at other folks (just not nice, or persuasive).