Language & Composition

Mr. Eure | Brewster High School

Monthly Archives: June 2013

Geisterfahrer

Over the next three days, I am going to reach out to some of you over email. This will happen in waves, starting with Period 4 tonight and continuing as often as I find time to read through your abatement profiles. Check your BHS email address regularly.

I’m going to have to start with the students whose self-assessments are missing, incomplete, or inaccurate. In rare cases, this means telling you that you actually deserve a higher profile score than you’ve thought; in most cases, this means telling you that you deserve a lower score. That’s not going to be easy to read, my Geisterfahrer, not least of all because most of the inflated self-assessments slip into the shade of the Dunning-Kruger effect. You don’t know you deserve a lower score, and that is, at least in part, why you deserve a lower score.

I want you to remember a few things. First, the enemy of accuracy is that Skinner-box desire for a particular number. Call it the curse of the High Honor Roll. Second, this is one of those points where opinion shades off into an error of fact; you might truly and fervently believe you deserve a 92 for a performance that can’t earn above a 72. Yet that comes down to you, as well: It’s you who provides me any missing details I need to make this decision, which is why particularly vague or unsubstantiated reasoning echoes your overall limitations. Third, if you’ve been reading what’s required of you over the last month, you know that you have ample opportunity to be honest with yourself and take home the shiny average you so badly want to slap on the refrigerator.

The answer to your probable cognitive dissonance is to make a choice: You can conference with me or accept my feedback without conferencing. If you choose the latter, you accept the score I’ve indicated; if you choose the former, you must make a second choice between talking with me over email and meeting with me in person.

Once I’ve dealt with the students whose self-assessments are missing, incomplete, or inaccurate, I will use whatever time and energy I have left to respond to the rest of you. And if my time and energy is depleted before the end of school, I make you this promise: I will have read what you’ve written me, and I will be proud and honored by how insightful and honest and effective your work is. You should be proud, too. You’ve done all I’ve asked of you, and you’ve done it to the best of your abilities. In fact, if I can be allowed one moment of sentimentality, you’ve given a very old man a very new kind of hope for what this classroom can be.

Until we reach the foot of the next mountain,

Mr. Eure

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Cooking the Books

Before the end of Monday’s class, you must start the grade abatement process by giving me the score you believe you deserve this quarter. If you haven’t already, you will be required to complete the handwritten portion of the rubric. Any other writing you’ve prepared can be submitted tomorrow or over the ensuing week.

Honesty and accuracy are the most important elements of this process.  Many of you are a 6. Some push into a 7, but the particulars are important: 7 indicates an impeccable work ethic, a strong performance in all aspects of the course, a consistent and reliable approach to metacognition, and so on. Did you keep up with regular reflections on what you learned each week? Did you finish your final essay when you needed to? Have you used every single period in class productively? Did you read everything you were told to in the final series of instructional posts? If not, a 7 is hard to justify.

Getting into the 8 and 9 range is obviously even more difficult, yet that’s where most of you want to be. A reliance on scores of 90+ has been bred into you over a decade of formal schooling. We’ve covered the reasons for this—and the deleterious impact of it—enough this semester, but there is one question worth asking again: How do we reconcile honesty and accuracy in grade abatement with a school culture obsessed with grades?

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Water Bear Facts

Tardigrade don't care.

Tardigrade don’t care.

Note: The collective goal outlined in this post has been raised to a 7. More information to follow.

In the first guide I gave you on grade abatement, I said that I’d like you to become a kind of academic polyextremophile. After the AP exam, I sort of launched you into space to see if you had adapted. We’re now in Week 3 of that experiment.

To the right of this post is a section labeled Current U/E Score, where U/E stands for Ursus Ephemeris, the website you are ostensibly redesigning and repopulating as an extension of your autodidactic work this quarter. (It is also the second time you’ve been asked to make your writing authentic in this way; and, in fact, you’ll need that original “Pushing the Message” post to do this work.) The score is based on the rubric being used for the second half of your final exam, and it reflects the most current assessment of the site overall.

Have you clicked on and explored/revisited each of those hyperlinks? Good. Two things:

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