Kohn (2013), Hooks (1994) & Reading Strategies

The Case Against Grades

Academic Assessment: we need to collect information about how students are doing, and then we need to report
Collecting information doesn't require tests, and sharing that information doesn't require grades.

Multiple Choice

According to research, grades tend to diminish students' interest in whatever they're learning.

• True

• False

"Even a well-meaning teacher may produce a roomful of children who are so busy monitoring their own reading skills that they're no longer excited by the stories they're reading. (...)
There is certainly value in assessing the quality of leaning and teaching, but that doesn't mean it's always necessary, or even possible, to measure those things - that is, to turn them into numbers. Indeed, "measurable outcomes may be the least significant results of learning" (McNei, 1986, p. xviii)

​A. Kohn

" Grading for learning is rather like bombing for peace. " 

Multiple Choice

According to the author, the absence of grades is a necessary, sufficient, condition for promoting deep thinking and a desire to engage in.

• True

• False

Multiple Choice

According to research, grades create a preference for the easiest possible task.

• False

• True

Multiple Choice

According to research, grades tend to increase the quality of students' thinking.

• False

• True

Multiple Choice

According to research, graded groups remembered more facts a week later a test.

• True

• False

Multiple Choice

According to research, grade-oriented environment is associated with increased levels of cheating.

• True

• False

Multiple Select

Quais das opções abaixo são descobertas dos estudos sobre grading?

• It's not enough to replace letters or numbers with labels ("exceeds expectations", etc)

• It's not enough to tell students in advance exactly what's expected of them

• It's not enough to disseminate grades more efficently

• It's not enough to add narrative reports

• It's not enough to use "standards-based" grading

Open Ended

Argumentos pró grades

Open Ended

Argumentos contra grades

Open Ended

Sintetize o debate de Kohn (2013) a partir das expressões: "learning orientation", "grading orientation", "intrinsic motivation", "extrinsic motivation", "intelectual risks"

​A Letter from Birmingham Jail

​with annotation

Pop Quiz 1

No fim de seu capítulo, hooks (1994) defende que não é preciso ‘maestrar’: “I suggest that we do not necessarily need to hear and know what is stated in its entirety, we do not need to “master” or conquer the narrative as a whole, that we may know in fragments”. Discuta a relevância dessa defesa no contexto de discussão do capítulo. Seu texto deve seguir o padrão culto da língua portuguesa e a ABNT, e deve se limitar a 100 e 150 palavras.

uma das maiores intelectuais de nosso tempo, teórica e ativista do feminismo negro com mais de 30 livros publicados que interrelacionam a crítica à sociedade capitalista, à supremacia branca e ao patriarcado

​

bell hooks

"​I suggest that we do not necessarily need to hear and know what is stated in its entirety, that we do not need to “master” or conquer the narrative as a whole, that we may know in fragments. I suggest that we may learn from spaces of silence as well as spaces of speech, that in the patient act of listening to another tongue we may subvert that culture of capitalist frenzy and consumption that demands all desire must be satisfied immediateIy, or we may disrupt that cultural imperialism that suggests one is worthy of being heard only if one speaks in standard English." (hooks, 1994, p. 174)

Não entendo. Isso é tão vasto que ultrapassa qualquer entender.
Entender é sempre limitado.
Mas não entender pode não ter fronteiras.
Sinto que sou muito mais completa quando não entendo.
Não entender, do modo como falo, é um dom.
Não entender, mas não como um simples de espírito.
O bom é ser inteligente e não entender.
É uma benção estranha,
como ter loucura sem ser doida.
É um desinteresse manso, é uma doçura de burrice.
Só que de vez em quando vem a inquietação:
quero entender um pouco. Não demais:
mas pelo menos entender
que não entendo.

Clarice Lispector, em “A Descoberta do Mundo” (19671973)

​with annotation

​Síntese da Turma do texto de MLK & Hooks 2024

​Estratégias de Leitura e Interpretação