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Subjective vs Objective Grading in ASL Classes:
By William G. Vicars, EdD, 10/7/2024
Someone else's student recently messaged me regarding a grade on an assignment that involved glossing.
The student used a label for a sign that the teacher felt was wrong.
It is not uncommon for instructors of ASL classes to require their students to gloss things. It is problematic however if students are being graded on glossing conventions that have not yet been clarified in class or for which a reference has not been provided.
If you ask your students to label a bunch of signs and they choose a label you don't like -- you don't get to assign a bad grade unless you have actually already taught which label goes with which sign or you have provided a way for students to look up the glosses in a book (or other resource).
You are not doing a good job of managing your class if your students feel the need to go online and ask other teachers to clarify why points were deducted on an assignment that was not pre-discussed in class and to which there was no standard provided.
In the absence of a reference (such as a textbook or online resource) being provided, the teacher should personally provide the reference, explanation, or standard in class prior to grading on student performance.
Students can't read the teacher's mind and (most) students don't have enough previous exposure to glossing in general to have a sense of what is or isn't a decent gloss.
To mark a student down for doing their best to gloss something that was not pre-defined and to which a standard, list, or expectation hasn't been provided will invite two problems into class:
1. Confusion due to an ambiguous path to an "A" grade.
2. Animosity due to a sense or perception of unfair grading practices.
When a teacher bases a grade on their opinion of a student's work, that is known as subjective grading.
Or in other words the student's grade is subject to the teacher's opinion.
The student has no easy way to defend themselves or their grade because there is no clear standard to which to hold a teacher who grades subjectively.
A less problematic form of grading is "objective grading." Objective grading happens when students are provided a clear objective or standards and graded on the extent to which their performance or product matches the previously defined objective.
Problems happen when teachers use subjective grading practices (or their "opinion") instead of objective grading processes ("standards and objectives").
Let me give you an example of subjectivity.
Back when I was in school, the teacher in a Deaf Studies course asked for someone to interpret a sentence from a book.
I volunteered and signed what I felt was a good interpretation that conveyed the entirety of the author's original message.
The instructor sought additional examples and someone else signed a different interpretation that dropped details and could not survive a reverse interpretation back to the original.
The teacher liked the other student's version better.
Ouch.
This bothered me because it seemed that the teacher didn't really understand all of the nuances involved and the other student was oversimplifying the interpretation.
There is a difference between interpreting and "simplifying."
Simplifying is like removing the spices from food and blending it before serving. Sure, a wider audience can digest the result -- but you also sacrifice the artistry and intent of the chef (and the enjoyment of those who genuinely appreciate expertly-seasoned food). There is a time to simply but simplification comes at a cost.
I tried to explain that cost to the instructor but the instructor was focused on defending their opinion.
That is the problem with subjective grading. It is based on opinion and it is hard for students to argue with a teacher's opinion. Subjective grading is disempowering to students.
My advice to you if you are a student who has lost a few points due to a subjective grade:
Let it go.
Chances are you don't even need to worry about it. Do the math and see if missing a few points will actually cause your end-of-course letter grade to be any different. Much of the time a few points won't actually harm your end-of-course grade (if you have done well on the other assignments). If the few lost points will impact you -- see if you can make up the points by redoing the assignment or doing extra credit.
Realize that at this point in time much of ASL instruction is like the Wild West. There are not enough well-researched resources out there (based on large enough samples) to make definitive decisions regarding right and wrong and thus what students are stuck with is the subjective opinion of the teacher standing in front of them (or on the screen in front of them).
If a teacher zings you with a subjective grade -- you could run around and engage in confirmation bias, use selective attention, and find a dozen or more people who agree with you and will tell you are right -- but none of those people are assigning you the grade for your class.
Here's a little maxim: For 16 weeks your current teacher is right.
(As far as your grade is concerned when taking a semester-long college course.)
After the semester is over your next teacher gets to be right for the next 16 weeks.
Then the following semester some other teacher gets to be right.
Rinse.
Repeat.
Graduate.
Then go out into the Deaf Community and notice that the same lack of agreement is normal.
Recently an ASL learner was kind enough to take Bee and me out to lunch here in Sacramento. It was a win / win -- they got some great signing practice -- we got to eat out at a nice place. Near the end of our chat the ASL learner asked "What's the sign for 'radar'?"
I showed them a sign. Bee got a look on her face and showed the student a different sign.
Bee then whipped out her phone to look up "radar" in an online ASL dictionary and the dictionary showed the sign Bee used. She looked at me (with yet another particular facial expression), whacked my shoulder, and informed us (mostly me) that she was right. To add a bit of salt to the wound she decided to press the issue and look up the concept via a second resource and was chagrinned to note that the second source used the version of the sign that I showed. I "helpfully" pointed out that the second source seemed more authoritative because it showed someone who is actually working in a related field. ;-)
This type of back and forth is a fairly regular occurrence for Bee and me. Often she really "is" right. Should I get all annoyed? Of course not. I should put my ego in a box and focus on the fact that I was getting a free meal and having a good time hanging out with someone I care about and a new friend.
Should you worry about few points or trying to set your teacher straight?
My subjective opinion (ha) is that trying to convince someone who doesn't wanted to be convinced -- just doesn't seem to be a good use of your time.
If you'd like to extract any value from whatever subjective knowledge she has in her brain you can simply ask her to explain her reasoning. You don't have to agree with it and you are not a lesser person even if she has wrongly graded you. Such grading reflects more on her (lack of skills) as a teacher -- than you as a student. If you think the few points are going to affect your grade then ask her if you can make up the points by redoing the assignment or some other work. If that isn't an option you will need to decide whether a higher letter grade in class is worth the many hours it will take to fight for a grade change at an administrative or grade-review committee level.
Again, my suggestion is to not worry about it and go focus on doing something more personally enjoyable or beneficial to society.
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