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 […]
Developing a consistent writing practice can be challenging given the many roles and responsibilities we take up as faculty and academic staff. In this Learning By Design video, based on […]
Making the grading load manageable for writing assignments begins with designing writing assignments that convey clear writing goals to students. This Learning by Design (LBD) Studio outlines assignment and assessment […]
