I was not at all uncomfortable with being graded blindly in any of my classes last semester. However, after hearing Eben discuss the grading possibilities for our third writing assignment in class today, I found myself prickling at the idea of being graded "with a bag over my head." This prospect is particularly prickly since we happen to have a professor who seems to be investing a great deal of effort in individualizing the learning process. In the class following Theo's HowToFixHealthcare post, Eben explained that his responses to Theo were engineered to best help Theo learn and develop his piece. The discomfort for some of the rest of us had come from the fact that we learn and are motivated differently, but could still see Eben's comments. I was struck by this explanation because not only did it make sense, but it seemed to be effective. Having gotten to know Theo a bit over the poker table, I suspected it was true that he would step up his game if challenged in the way that Eben challenged him. Given his re-write of the topic, it seems that he did just that.

If we were talking about grading options for one of my typical 1L classes, I might lean more towards blind grading; I haven't been to any of my professors' office hours this semester, and would feel at a disadvantage compared to those students who have become BFFs with the professors. But we're not talking about a typical 1L class, we're talking about this class. In this class, I think I have the faith to take the bag off.

-- MolissaFarber - 31 Mar 2009

I think you make some great points, and I tend to agree with your positions overall. I actually would prefer more anonymity with regard to most classes, as many professors now have the ability to partially increase or decrease grades based on their own evaluations of your in-class performance. Even this small amount incentivizes frequent but banal contributions in many classes, which have the effect of distracting the class while someone merely gets their daily word in.

I think this course is an exception to a general preference for anonymity, not just due to the individualized assessment, but because of the challenge Professor Moglen will issue to those on either side of an argument. One thing I realized quite quickly was that this was not a concept that he just paid lip service to, which I suspect is a unique characteristic among the classes we will end up taking here.

-- AaronShepard - 31 Mar 2009

Correct me if I am wrong, but I understood the two options to be:

1. Our final assignment will be blind and count for 50% of our grade, with everyone receiving the same score,

OR

2. We continue with the same framework we are currently using.

Since the work we are actually graded on will not be blind no matter which we choose, what is the objection (aside from an argument that we should adhere to Columbia policy)? Am I missing something: did Professor Moglen offer an option of a blind exam which would actually constitute a part of our grade?

-- WalkerNewell - 31 Mar 2009

Walker, I think you are correct about the first option, but I thought the second option was that the third assignment would be blindly evaluated. It would then be factored in with the other work we have produced. Did I misunderstand?

-- MolissaFarber - 01 Apr 2009

To be taken with the seriousness that individualized criticism requires is, especially in this degree program, an invaluable and all-too-rare opportunity. I say to hell with the anonymous grading rule.

-- MichaelHolloway - 01 Apr 2009

Molissa, yours makes more sense: otherwise we wouldn't really be given a choice. I suffer from the listening/remembering problems that Professor Moglen refers to.

-- WalkerNewell - 01 Apr 2009