Not that spelling matters anymore, apparently.
Once again, so-called educators, self-styled champions of “social justice,” seem to function more as narcissistic saboteurs. In that, if you were shockingly spiteful and wanted to undermine the practical life chances of minority students, and leave them resentful, unskilled and racially fixated - and heavily in debt - it’s hard to see what you’d do differently.
The new hotness in grading for woke academics: “Dispensing almost completely with judgements of quality.”
Participants will be shown how to “revise course materials so they don’t accidentally promote or reinforce racist practices,” though the particulars are somehow both emphatic and opaque. We are, for instance, told that, “single standards” for language “kill our students,” which sounds just a tad breathless. There will, it seems, be lots of “redesigning assessment ecologies,” and quite a few “dimension-based rubrics,” which, via an as yet unspecified process, will upend “white racial habits of language,” resulting in some kind of righteous emancipation. In short, grading a student’s ability to convey their thoughts in writing – and to formulate thoughts by writing – is a manifestation of “white language supremacy,” an apparently murderous phenomenon, and therefore to be abandoned in the name of “inclusive excellence.”
American University trains faculty not to judge quality of writing when grading | The College Fix
Once again, so-called educators, self-styled champions of “social justice,” seem to function more as narcissistic saboteurs. In that, if you were shockingly spiteful and wanted to undermine the practical life chances of minority students, and leave them resentful, unskilled and racially fixated - and heavily in debt - it’s hard to see what you’d do differently.
The new hotness in grading for woke academics: “Dispensing almost completely with judgements of quality.”
Participants will be shown how to “revise course materials so they don’t accidentally promote or reinforce racist practices,” though the particulars are somehow both emphatic and opaque. We are, for instance, told that, “single standards” for language “kill our students,” which sounds just a tad breathless. There will, it seems, be lots of “redesigning assessment ecologies,” and quite a few “dimension-based rubrics,” which, via an as yet unspecified process, will upend “white racial habits of language,” resulting in some kind of righteous emancipation. In short, grading a student’s ability to convey their thoughts in writing – and to formulate thoughts by writing – is a manifestation of “white language supremacy,” an apparently murderous phenomenon, and therefore to be abandoned in the name of “inclusive excellence.”
American University trains faculty not to judge quality of writing when grading | The College Fix
