It so happened that this week we discussed writing and assessment of writing in two classes that I'm taking. During the testing class we had a big discussion about how to grade the work of international students and I want to reflect on that. I feel that this would be an appropriate venue, since the subject matter is relevant for this class as well.
So, with international students - should we take into account that they are, in fact, non-native speakers of English and give them higher grades? My answer is no. I believe in standards-based education and the policy of double standards does not appeal to me in any way.
When an international student decides to come and study in the US-college they need to know that they will be studying the same material as native speakers. They will be expected to read the same volumes in the same time, to produce work of same quality. There are no programs just for the international students, and rightfully so. Why should they be graded according to different standards? I am all for providing the international students, ESL students, academically challenged students, with all linguistic and academic support that they need, but once they get to content classes - it has to be the same principles of grading.
The purpose of education in general is not to be nice. It is to give the knowledge and check for its acquisition. If you don't get it - that means that you need to study more, or take an easier course or reconsider your career objectives. I think that part of the problem is that a college diploma is viewed as something everyone should have, on pain of death. So people go to college not because they want to, not because they need to, but because everyone does so.
Coming back to international students, writing, and grading. I would be all for it, if ALL incoming students were required to take a writing exam, so that colleges would know how to scaffold the course difficulty to the necessary level, but in the end, if you want a higher education you have to be able to do certain things, such as write an essay, do math problems, see relationships between facts and processes, draw conclusions, warrant your reasoning, and master the content of your specific field.
Another problem is that very often international students think "I know my stuff, and English is not really important, people will understand me". Not quite. If you want to study in an English-speaking academic environment, you need to speak/write academic English. I am not applying to, say, Berlin University on account of knowing some German. I can make myself understood, but it's not good enough.
The tests that international students have to take prior to admission are meant to see if they will be able to master content in a language other than their own. If we are nice and lower the standards and give the poor souls a higher grade, they will have a terrible time in class. And, by the way, TOEFL is called the golden standard of ESL-testing, because it gives a reasonably accurate account of the person's ability. It's not about taking pity. It is about giving information.
Speaking of admissions I will have to re-do GRE and TOEFL to be considered for admission to the Ph.D programs. I am not really happy about it, since it means losing a lot of time on preparation (GRE!!!) and then paying quite a lot to take the actual tests, but I can see the reasoning there. It is fair that I should take a TOEFL to prove my English skills, and GRE to prove my reasoning, verbal, and math skills. Fair is fair.
If anyone believes that requirements are too high for the international students, they need to protest about the admission policies that are too highly set, not about the test scores. It's not the test's fault that the test taker can't write a coherent essay. It might be the admission office's fault that they demand too much, but do they really?
For some reasons, when people are discussing this with me, one of their favorite arguments is "It's different for you", which amuses and outrages me at the same time. I am an ESL-student. I was not born speaking English. It took me 15 years to go from mono-lingual to almost bilingual. I had to submit a TOEFL score to be accepted in this program. I had to write an essay. It is fair.
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I agree with you. I think that we should be fair.
It really does not serve any good purpose to inflate someone's grade.
I believe that clear standards should be set forth and that all students should be judged by the same standard.
There are some people who won't make it in college. Their talents and abilities lie elsewhere. We need mechanics, plumbers, people to cut hair, etc. We all have different things to comtribute to the society in which we live.
Students may be smart, but disorganized. They may know the work but fail to turn in assignments in a timely manner.
Their writing and speaking skills in academic English may not be college level.
They may choose to cut class, not read assigned material, not participate in projects.
College is about what you know. It is also about being organized, having some communication skills, some social skills and the ability to demonstate the knowledge you have in the way the instructor requires.
I think that the instructor needs to be clear form day one about his or her expectations.
There should be regular assessment of students' work so that they have feedback about how they are doing - what they do well and what needs improvement.
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