While both the chats I had were really great I am feeling increasingly lost….

Should I do a focus group with all participants? My main concern is that students won’t feel free enough to say what they want to with staff present (like course leaders). But I am interested to find out what happens when everyone is in the room. Its a tough call. What artefact do I use to get everyone talking? If its a marked piece of students work and there is a marker present (who marked said work) that will be an odd dynamic…how would that work? What other artefact could I then use?

Or should I start with a focus group with just the students and then use my findings to inform the staff survey?

I am also struggling with feeling de-motivated. The course I primarily work on has just been paused, will not recruit next year and will be having a huge overhaul. Its not that I don’t want change, the way it was handled was not transparent and made us feel very under-valued, and that our opinions don’t matter.

So with all this floating around my head I’m finding it difficult to focus, pin point, hone questions, be decisive.

The more I read about un-grading the less sense the marking process makes to me. I suppose it supports my feelings on putting more focus on the learning journey- the process, the trial and error, rather than the final outcome. It highlights the value of some of the things I am thinking about- emphasising the entire portfolio for example- looking at the whole journey holistically- activities, reflection, writing and wondering…this all needs to be taken into account- the ENTIRE experience. With cut downs in the number of pages digitally submitted for assessment, and only academics involved in the marking process, what message are we sending students about what type of work is valued?

Having students develop an individual plan- this feeds into what I am thinking about the technical journal/diary/log bigger picture. And conducting portfolio conferences- this is something that’s done, but in my opinion, not enough (only at the start and end), and not enough with technicians involved too.

This quotes gives me hope:

There is nothing ideologically neutral about grades, and there is nothing ideologically neutral about the idea that we can neatly and tidily do away with grades. We can’t simply take away grades without re-examining all of our pedagogical approaches, and this work looks different for each teacher, in each context, and with each group of students.

The relationship between students and teachers suffers when our systems and policies reinforce hierarchies and encode biases.

Jesse Stommel, Grades are Dehumanising: Ungrading is no simple solution

https://www.timeshighereducation.com/campus/grades-are-dehumanising-ungrading-no-simple-solution

I think I’m getting bogged down by all the hierarchies that are reinforced with marking. And technicians not being included is such a big part of that. I suppose in a way by adding in the technical voice as a champion for the students, I am in a way trying to humanise the process more. Question the location of knowledge in the room…

I need to remember its ok to explore things, its ok not to have all the answers. I can think what if, even if its messy and difficult.