Vol 1: Oct 2004
Grading by Contract
During an intensive four-week summer session, I typically teach a marketing elective that requires students to learn the Adobe InDesign CS desktop publishing software, and apply that knowledge as they create a variety of promotional materials that could be of use to a small business. For this course, the “grading by contract” method of evaluation has proven to be an excellent method of enhancing the learning process.
At the beginning of the term, students receive a course CD containing several files, including A) three separate lessons designed to demonstrate the capabilities of the InDesign software as well as the various commands used to achieve different effects, B) several “mini-project” assignments that outline the requirements for creating direct mail brochures, yellow page ads, newspaper ads, transit/outdoor ads, freestanding inserts and coupons, radio ad scripts and TV scripts and storyboards, and C) PDF files of articles related to design, layout, copywriting, and the various forms of advertising typically used by small businesses. Students are instructed to review these materials carefully prior to completing their course grade contract.
The requirements for each grade level are clearly outlined in the syllabus, and reiterated on the actual contract form. Students indicate whether they are working towards an “A”, “B” or “C” grade, then list the specific assignments and mini-projects that they agree to complete as a means of working towards their designated grade goal. For example, to earn an “A” grade, students must complete all three InDesign lessons (thereby learning how to use several of the more advanced features), seven exercises related to the course content (positioning statement, planning document, copy editing exercise, etc.), and five of the course mini-projects. Students who lack the time or motivation to achieve an “A” grade may contract for a lower grade, which in turn requires completing fewer lessons. Students have responded well to the contract concept, in fact, informal discussion with my “better” students have shown that they feel less pressure and stress. Furthermore, it has completely eliminated student grade complaints; when students don’t complete the terms of the grade for which they contract, they know they will receive a lower grade.
Don’t be misled by this simplistic description -- the grading by contract method as I have chosen to implement it does not solely favor quantity over quality. Although the amount of work required for each grade level does differ, required revisions – regardless of the level of grade targeted – are the key to enhancing student learning. The following paragraph is located directly above the signature line on the grade contract form:
“I understand that I may be required to revise each mini-project based on the feedback of the instructor and comments from my classmates until such time as the instructor agrees that the particular mini-project requirement has been successfully fulfilled.”
Typically, a minimum of two or three revisions are required per mini-project, though some mini-projects require more (the average number of revisions last summer term was probably closer to four per project).
The revision process serves several purposes. First of all, I’ve found it very easy to distinguish those who have read the related text material from those who have not based on the initial format or quality of work submitted. Students learn fairly quickly that if they don’t read the relevant articles or chapters before attempting the corresponding mini-project (always a tempting prospect when no exams loom on the horizon), trouble soon follows. Specifically, I send back their initial submission with very little critique other than several pointed references towards aspects that should have been learned about or adequately addressed via the readings, and a firmly worded suggestion that the student start from scratch on the mini-project after reviewing the readings.
A second benefit of the revision process is that it allows me to sit one-on-one with students at the computer and A) explain why improvements are needed, B) make suggestions as to how this might be best accomplished and C) if necessary, physically demonstrate the software commands or mouse movements necessary to effect a particular change.
Given the Assurance of Learning mandate that many institutions now face, the revision process offers an additional benefit in terms of documenting student learning. My requirement that students submit all work electronically via Blackboard has allowed me to develop a project based portfolio which contains each revision of every project created by each student. Each subsequent revision is renamed, so that the change between a student’s initial submission and the subsequent “final product” is clearly documented.
As a final note, the grading by contract method is probably best used for experiential courses where ‘learning by doing’ is of prime importance, those in which multiple projects are required, and those in which skill improvement is crucial. From the instructor’s standpoint, the revision process is extraordinarily time-consuming, so class size is a key concern (my advertising class never exceeds 15 students). Many subjects don’t readily lend themselves to this form of evaluation; Principle level courses and those that survey a broad range of information being prime examples. Finally, I would hesitate to use grading by contract in any of the required courses that I teach, except, perhaps, Sales. For a sample copy of a course syllabus and grade contract, contact Dr. Karen E. James at kjames@pilot.lsus.edu
Dr. Karen James
Associate Professor of Marketing
Department of Management & Marketing
Louisiana State University Shreveport
Shreveport, LA 71115
Marketing Insights is a publication of the Marketing Management Association