Colleagues are rightfully concerned about the long-term cognitive and social effects of COVID, especially on long-term learning and motivation. Deci/Ryan's Self Determination Theory (SDT 1985) argues that intrinsic motivation includes […]

In a recent FDC Reading Circle colleagues explored Joe Feldman’s controversial Grading for Equity, which calls into question long-held pedagogical practices.  The book takes readers on a compelling journey to evaluate inconsistent grading practices […]

As prominent as grading is for anyone who teaches, the conventional practices we employ for this purpose like calculating average scores, using a 100-point scale, and providing extra credit opportunities […]

We will use an adapted formulation of the reduce/reuse/recycle framework to identify strategies for actually protecting the protected time on our schedules, especially when unexpected student, family, or self-care needs […]

While some of our common conventional grading practices perpetuate inequitable and ineffective strategies to assess learning, what options foster more equitable outcomes? How might we more fairly evaluate group and […]