SCHOOL AFFILIATION: School of Educational Studies
EMAIL: shuklas@uw.edu
To understand alternative ways of grading so that I can offer a more nuanced grading option to students. I understand that course assessments are an important driver of student learning and how students approach course content. Therefore, I engaged in this learning experience with colleagues to critically think about grading. This has directly affected my teaching by promoting critical thinking around creating supportive grading structures for student learning while also making grading more efficient.
I have not implemented specifications grading in my courses yet. I plan to implement it in one of the classes I teach in autumn 21. I will create four grading bins; 4.0, 3.5, 3 and 2.5. Students will be invited to think critically about the grading structure at the beginning of the course. This will also prevent confusion about the grading structure while allowing for students’ critical input into the grading scheme.
This structure will not be set in stone, students can move between grading bins depending on the amount and quality of work submitted.
Fellow faculty have shared varied experiences with specification grading. I intend to learn from their experiences and think very carefully about a grading structure before I implement specification grading in my courses in fall quarter.
Then after fall quarter, I will have student feedback and can use the same to critically evaluate grading tiers and my grading practice in general.
Single point rubric https://www.cultofpedagogy.com/single-point-rubric/
Jesse Stommel article on ungrading https://www.jessestommel.com/ungrading-a-bibliography/
#ungrading on twitter https://twitter.com/hashtag/ungrading?src=hashtag_click