I was skeptical from the title of this article, but I think I like where it ended up:
John Warner on "Academic Integrity in an LLM World"
#AltGrading
If a student only has 10min (or 1hr, or w/e short period of time) for an assignment I'd rather get their best thinking for that time than whatever they can get from #GenAI. I try to set up my grading so they're incentivized to do that.
(Also, I'd like to help students so they don't find themselves in that situation very often, but I know most educators - myself included - are often too crunched to provide that kind of additional mentoring/education.)
At Grading For Growth today, guest author Giulia Toti of the University of British Columbia discusses a common issue: how to respond to concerns and pushback from students in an alternatively graded course. #altgrading
https://gradingforgrowth.com/p/when-alternative-grading-goes-almost
Today at Grading For Growth, I'm writing about the EMRN rubric, which has made some appearances in past posts -- and how my use of this simple grading tool has evolved alongside my use of alternative grading. #altgrading
https://gradingforgrowth.com/p/how-my-use-of-the-emrn-rubric-has
Today at Grading For Growth, I'm writing about innovation - a word that gets mixed responses from higher education folks. Specifically, is alternative grading actually innovative, and if so, is that good or bad?
#altgrading
https://gradingforgrowth.com/p/is-alternative-grading-innovative
Today at Grading For Growth, here are three ways I'm simplifying my alternative grading setup for Winter 2024 semester. #altgrading #gradingforgrowth
https://gradingforgrowth.com/p/three-ways-i-am-simplifying-my-alternative
Today at #GradingForGrowth: How might we prioritize active participation in class without grading it? Here are three concrete ideas.
Today at Grading For Growth, a quick rundown of some of our more popular recent posts. New content resumes next Monday!
https://gradingforgrowth.com/p/were-taking-the-week-off #altgrading
Today at my blog: Does alternative grading make cheating more likely? A recent paper sheds some light on the question. (Repost from #GradingForGrowth)
#altgrading
https://rtalbert.org/does-alternative-grading-make-cheating-more-likely/
At my blog today: A growth-focused icebreaker. (Originally posted on Grading For Growth a few weeks ago.) #altgrading
"'It's not over until it's over.' That's the motto of this class."
On today's Intentional Teaching podcast, I talk with University of Mississippi chemistry professor Eden Tanner about her successful experiment with mastery assessment this past spring.
https://intentionalteaching.buzzsprout.com/2069949/13498658-mastery-assessment-with-eden-tanner
Today at Grading For Growth, here's a bit of my plans for #altgrading in the new academic year in Start/Stop/Continue format. Is there anything useful and/or surprising in there for you?
https://gradingforgrowth.com/p/a-startstopcontinue-for-fall-semester
Today at #GradingForGrowth, we look at the issue of "getting buy-in", which I interpret as earning trust. I have four suggestions for doing this kind of work. (And they spell out a silly acronym.)
#altgrading
https://gradingforgrowth.com/p/the-safe-approach-to-earning-buy
Some really useful hypotheticals here from my colleague Emily Donahoe showing how course grades, as averages of student performance over time, can say very little about student learning. #AltGrading https://emilypittsdonahoe.substack.com/p/making-the-case-against-grades
Josh Eyler: There is a lack of research on the effects of altgrading practices on student learning. We don't know if these practices will help students learn better. We do know, however, that these practices can develop useful habits of minds and metacognition
Josh also points out that we can decouple grades from learning. What about a course where lots of students got As? Does that mean it was an easy course? Or that students learned a lot?
It seems like contract grading and standards-based grading would involve the most course overhaul, since you might need to change up a lot of assignments. One could move into ungrading (i.e. students grading themselves) or portfolio models without significant assignment change. I think.
Fourth approach: portfolio grading. Students collect their work over time with feedback (and maybe not grades) from their instructors. Then at the end of the course, there's an assessment of the students best work or revised work. Longtime practice in the arts, increasingly common in writing, and experiments in other disciplines during the pandemic. #ungrading #altgrading
Contract grading, standards-based grading, and now approach #3: ungrading. Emily and Josh are using ungrading fairly narrowly here: ungrading involves having students self-assess and assign themselves a grade.
I tend to use ungrading more broadly to refer to a set of beliefs and practices that critique and push back on the role of grades in education. We might need another name for the more specific practice of having students assign themselves grades.
As I hit enter, Josh Eyler took the mic and said that one hard part of contract grading is designing assignments so that students who complete those assignments have necessarily reached one's learning objectives. That does sound like a design challenge. #ungrading #altgrading
Arrived (late) at the UM CETL workshop on alternative grading practices. Emily Donahoe is sharing about labor-based contract grading where students contract at the start of the course to do a set amount of work for a set grade. I'm a little skeptical about grading on work completed, instead of the quality of that work. Thoughts? #ungrading #altgrading
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