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principles and practices of sociocultural assessment: foundation for effective strategies for linguistically diverse classroom describe concepts, principles, And checklist items that can be used to evaluate assessment. name two of the checklist items that's extremely important when evaluating assessment for ELL students

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Ritu Kharb
Ritu KharbLv5
28 Sep 2019

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Communication skill is the vital for all aspects of our lives; from personal to professional, our lives function because of it. The way someone communicates could entirely differ from the other. But communication is really just a way of establishing relationships. Communication is not only an exchange of words. But at the same time the body is also saying a lot more than the words. Our gestures, hand movements do a lot of the talking for ourselves. This gets a whole lot complex when the interaction is among a diverse community. With different cultural backgrounds, different beliefs and perspectives, the message can be hard to interpret and/or examined. In order to have a positive impact of all the communications and interactions we might have with an individual possessing a different mind-set and culture. We must champion progressive thinking; to listen thoughtfully, debate tolerantly, to freely voice their ideas, and to let others voice theirs and avoid any seeming judgement. John Dewey a pragmatic philosopher and professor at University of Chicago was also a firm believer in progressive thinking mainly influenced by the political times he was living in(WWII). As a communication professional he realized the importance of understanding the reasons behind growing prejudice and hate among certain social groups, and the changes in attitudes and beliefs. (Julia T. Wood; Communication Mosaics; Text. Chapter 2; pg 27)In today’s diverse world; progression is up another level; awareness of individual differences is extremely important to have an effective communication. This will enable people to have a deeper connection with people who differ from them in some way or the other. Not only will this help in creating relations but also bridging gaps and solving problems that might occur along the way in our lives.

Grade inflation Gone Wild - sTUarTrojsTaCzer

A bout six years ago, I was sitting in the student union of a small liberal arts college when I saw a graph on the cover of the student newspaper that showed the history of grades given at that institution in the past 30 years.

Grades were up. Way up.

I am a scientist by training and I love numbers. So when I looked at that graph, I wondered, How many colleges and universities have
data like this that I can find? The answer is that a lot of schools have data like this hidden somewhere. Back then, I found more than 80 colleges and universities with data on grades, mostly by poking around the Web. Then I created a website (gradeinflation.com) so that others could find this data. I learned that grades started to shoot up nationwide in the 1960s, levelled off in the 1970s, and then started rising again in the 1980s. Private schools had much higher grades than public schools, but virtually everyone was experiencing grade inflation.

What about today?

Grades continue to go up regardless of the quality of education. At a time when many are raising questions about the quality of U.S. higher education, the average GPA at public schools is 3.0, with many flagship state schools having average GPAs higher than 3.2. At a private college, the average is now 3.3. At some schools, it tops 3.5 and even 3.6. A is average at those schools! At elite Brown University, two-thirds of all letter grades given are now A's.

These changes in grading have had a profound influence on college life and learning. When students walk into a classroom knowing that they can go through the motions and get a B+ or better, that's what they tend to do, give minimal effort. Our college classrooms are filled with students who do not prepare for class. Many studies less than 10 hours a week that's less than half the hours they spent studying 40 years ago. Paradoxically, students are spending more and more money on an education that seems to deliver less and less content.
With so few hours filled with learning, boredom sets in and students have to find something to pass the time. Instead of learning, they drink. A recent survey of more than 30,000 first-year students across the country showed that nearly half were spending more hours drinking than they were studying. If we continue along this path, well end up with a generation of poorly educated college graduates who have used their four years principally to develop an addiction to alcohol.

Many say that grade inflation is a complicated issue with no easy fix. But there are solutions. At about the same time that I started to collect data on rising grades, Princeton University began to do something about its grade-inflation problem. Its guidelines have the effect of now limiting A's on average to 35 per cent of students in a class. Those guidelines have worked. Grades are going back down at Princeton and academic rigour is making a comeback. A similar successful effort has taken place at Wellesley College in Massachusetts. And through a concerted effort on the part of faculty and leadership, grades at Reed College in Oregon have stayed essentially constant for 20 years.

Princeton, Wellesley, and Reed provide evidence that the effort to keep grade inflation in check is not impossible. This effort takes two major steps. First, school officials must admit that there is a problem. Then they must implement policies or guidelines that truly restore excellence.

I asked Dean Nancy Malkiel at Princeton why so few schools seem to be following Princeton's lead. Because its hard work, she answered. Because you have to persuade the faculty that its important to do the work.

Making a switch will take hard work, but the effort is worthwhile. The alternative is a student body that barely studies and drinks out of boredom. That's not acceptable. Colleges and universities must roll up their sleeves, bring down inflated grades, and encourage real learning. It's not an impossible task. There are successful examples that can be followed. I am looking forward to the day when we can return to being proud of the education that our nation's colleges and universities provide.

Analyze Stuart Rojstaczer's argument in Grade Inflation Gone Wild, addressing the following questions:
What evidence does Rojstaczer use to indicate that there is a problem?
How would you characterize this evidence (for example, scientific, anecdotal), and to what extent are you persuaded by the evidence he provides to suggest that grade inflation has a profound effect on life and learning?
To what extent does he persuade you that a change in policy is
necessary or that such a change would make a difference?

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