In your teaching journal or in the Discord, consider:
Are you using authentic assessments in any of your classes currently? If so, what are they?
If you are not using authentic assessments yet, are there any that you think you would like to try?
Have you been using both formative and summative assessments? If these are new terms to you, does thinking about the difference between the two help you be more intentional about what and how you think about assessment?
In the Discord or in your teaching notebook, please consider the following. Point 2 in particular will make for good discussion with our fellow teachers, so I would encourage you to engage in the Discord about it in particular.
For a class that you are planning to teach in the future, select 1-2 learning objectives for the course to focus on.
What kinds of tasks will reveal whether students have achieved the learning objectives?
Are there new ones that you have not used before that might be a better measure of student achievement?
Are there new grading strategies or approaches that you have not used before that you would like to try? What obstacles might you face in trying some less conventional approaches?
A Grade-less Writing Course that Focuses on Labor and Assessing by Asao B Inoue
Contract Grades: An Agreement between Students and Their Teachers by Lynda S. Radican
Grading Student Writing: Making It Simpler, Fairer, Clearer by Peter Elbow (on contracts, minimal grading, and incorporating criteria)
Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time by Linda B. Nilson
Reconceptualizing Participation Grading as Skill Building by Alanna Gillis