Evaluation

As a young college student, I strove to figure it out. How do I write a good paper? Wait too fast. How do I start a writing a good paper? Well alright now that I tried, how do I revise a bad paper? My thoughts and ideas outpaced my ability to write, but that didn't discourage my optimism. A sporadic day after the assignment was due, the professor would rumble into the room juggling more than usual. The early morning murmurs would trail away as students eyes shifted to the door to catch a glimpse of a flustered professor fumbling one too many items. Attention was stead fast as the extra item - the fat stack of papers - slammed the barren desk. "I've finished grading your papers. You'll receive them at the end of class." A cacophony would ring out when a few members of the peanut gallery grumbled, came to terms with the beginning of class, shifted in their seats, plopped open their binders, and clicked their mechanical pencils. Cliffhangers were not popular amongst this bunch.

Largely, it would slip my mind until the last 5 minutes. I'm not going to wait after class to get this paper. This better wrap up soon I'd think. On occasion I'd softly pack my belongings and convince myself it was imperative that I leave on time. My eyes darted between the professor and clock. Get the hint, get the hint. Finally. "Thanks." I'd thumb through the paper catching the tone of the comments scribbled in the margins, survey the grade, slipped the paper in my bag, and stroll out a few minutes early.

One paper I received with clean margins had just two markings - "B please rewrite." There was nothing particularly bad about a B, and in fact B meant good; however it was class policy that the first paper less than a B+ had to be rewritten. I had 48 hours. Back in my room, I flipped on the cold lamp situated above my computer and rested my paper next to the keyboard in the dull yellow spotlight. What to change? There were no comments. Stupid rewrite. I ended up changing a bit here and there - sprucing up the language. The paper was nothing remarkable, but I remember it because of the questions I pondered with the blank B I received.

It was not about the B. I was not in college to figure out how to get B's and A's - a simple evaluation. I was there to think for myself; to be educated, not just evaluated. When I got over the evaluation I received, I was able to think for myself. For whatever reason there were no comments on that paper (probably because the paper was a B; it was just hard to say why), I took something from it. These four years are about my growth, not my scores.

We should focus our efforts on the methods and culture surrounding education, rather than the results. We need to eliminate the stigma of a kid with a book or doing math problems is nerdy.