Is there a way to motivate and improve student participation without grading it? I raise the question because I think grading contributions gets students talking for points, not talking to make points. Verbal students make sure they say something, but often without listening to or connecting with the comments of others.
Is grading participation an effective way for students to discover how and why classroom interaction promotes learning? I’ve been considering alternatives, including this one: “Participation, as in what you contribute verbally, is not graded in this course, but your writing about participation is.”
With this approach, students would write a series of short papers (I’m thinking 1-2 pages) which aim to make them more aware of classroom interaction generally and their contribution to it specifically. They would write the papers in response to the following prompts.