Do you want to spend more time on feedback and less on assigning and justifying grades? Are you concerned that your students seem more focused on grades than learning? In this hands-on workshop we’ll explore ways to provide students with feedback that is useful and motivating—without relying on grades. While we have to arrive at letter grades at the end of the semester, we still have a lot of flexibility in how we get there. Focusing on self-assessment and peer-assessment, this workshop will give participants the opportunity to think about how to move particular assignments—or even their entire courses—away from grades.
8:30AM – 3:00PM Friday March 9th @ Inworks w light breakfast & lunch | Zoom / stream for remote participants
- Stommel, J. (2017, 26 Oct). Why I don’t grade, from http://www.jessestommel.com/why-i-dont-grade/
- Schinske, J., & Tanner, K. (2014). Teaching more by grading less (or differently). CBE-Life Sciences Education, 13(2), 159-166.
- Tannock, S. (2017). No grades in higher education now! Revisiting the place of graded assessment in the reimagination of the public university. Studies in Higher Education, 42(8), 1345-1357.
8:30-9 Breakfast & registration
9-10:15 Opening discussion w Amy Hasinoff
10:30-11:45 Ungrading and self-assessment w Jesse Stommel, DPL
12:45-2 Peer assessment and writing w John Tinnell & Dale Stahl
2-2:15 Coffee break
2:15-3:00 Closing discussion