Grading Degrades Performance LO17472

Bill Fisher (
Thu, 19 Mar 1998 19:47:45 -0500

Replying to LO17459 --

In his message of 18 March, Doc Holloway said:

"I recall distinctly the unbridled enthusiasm I had for learning--and my
disgust when I found out how low the expectations truly were (this was a
very significant reason for my expulsion from pre-school; by elementary
school I was more adept at disguising my disgust)."

I can't help but reflect that this was significant learning. Perhaps this
is how all real learning takes place; experientially. In reaction to the
environment and figuring out (however cognate) how to best deal with it.
Surely had nothing to do with ranking.

Later on he says that in the workplace: "The best feedback I ever got was
from those persons whom I respected as competent, capable and who
facilitated my learning."

Suspect that the value of the source of grading to the individual
receiving the grades is what really matters. Suspect further that is true
even if the grades are negative; valuing the source would prompt
improvement and not necessarily just to please the source.

He seems to validate that in his statement: "My interpretation of this
process is that grading standards most often reflect the relationships
between participants in the grading process."

But tying that concept with his earlier experiences seems to suggest that
an awareness of the consequences of the grading, and how to cope with it,
can stimulate learning. Even if I detest the source of the "grading," I
may still need to learn how to cope differently in order to better deal
with the environment I may be stuck in. We kid ourselves than many people
can just up and leave.

Bill Fisher


"Bill Fisher" <>

Learning-org -- Hosted by Rick Karash <> Public Dialog on Learning Organizations -- <>