assessment for learning

8) students' lives outside of the classroom are taken into consideration for assignMENTs and assessments, and instructors' exhibit flexibility and empathy.  

Students negotiate due dates for large projects/assignments.

• Know Your Students article from Inside Higher Ed about the importance of finding out more about your students when constructing your course.

• Students Define Flexibility in the Classroom article from Inside Higher Ed about what students want around classroom flexibility.

Students can ask for extensions without penalty and are aware of the explicit processes for how to request extensions.

• Compassionate grading blog post by Jesse Stommel who views compassionate grading as engaging students more critically in conversations about their own education. 

• Build spaces where students can feel vulnerable including around feedback and assessment. 

Students are given flexible options in attendance policies, due dates, and other course requirements when necessary.

• Provide opportunities for students to reflect on their previous assessment and feedback experiences from an emotional standpoint through writing reflections, small group dialogue, one-on-one scheduled time with the instructor, etc. 

• Help students engage in emotionally safer, more productive assessment and feedback experiences.

• No penalty for submission less than 24 hours late.

• Rolling open periods to submit things (ie: 3 weeks to submit for due date window).

Students are given opportunities to share about their lives, including constraints they are facing to their studies with the instructor.

• Provide a syllabus statement about how to ask for extensions when life happens.

• Make flexibility and accommodations a 2-way process where instructor is open-minded, and students demonstrate sincerity and effort.

• Use an autobiography assignment to learn about students.