11:20 - 11:50 AM (ILCB 207)
Presented by: Jonathan Weaver-Rosen (College of Engineering)
Many students perceive their grades and ultimately the pass/fail outcome of their courses above learning outcomes. This is a logical response to their situation, but a student's desire to collect the full points on formative assessments can get in the way of their learning if they turn to cheating, AI, etc. When the goal of a formative assessment changes from learning to earning the highest grade, it has lost its purpose. Furthermore, subsequent scaffolded courses rely on course grades as an indication of a student's understanding. If students are able to pass a course based on excellent formative assessment scores and sub-par summative assessment scores, we are doing a disservice to our students and society.