Learning Community – Grading for Learning: Empowering Students with Agency for Growth

Is Teaching More by Grading Less (or Differently) possible? How might Improved Grading Make Classrooms More Equitable and manageable for both our students and ourselves? 

Ever felt like grading processes risk undermining our teaching efforts, both in relation to student learning and instructor motivation? When students are more concerned about the grade earned on an assignment rather than about improving their knowledge and skills, we may find ourselves fretting over how many points to assign rather than focusing our energies on actually supporting their attainment of learning goals. 

If you’re interested in exploring grading strategies that reduce anxiety, increase transparency, and encourage consistently meaningful learning, join us for this Fall 2021 Learning Community! 

Facilitators: Julianna Golas (HDF & ATL Affiliate) and Anna Santucci (ATL)
Location: Tyler Hall 225 (Remote sessions will be offered if there is a need for a virtual pivot)
Dates & Times: Mondays 9:00-10:15 on: Feb 14th, Feb 21st, Feb 28th, Mar 7th
(50 minute workshop from 9:00-9:50 followed by individual working time and consultation with the facilitators from 9:50-10:15)

Apply by Sunday, January 30th, 2022: click here

Participants will receive their own free copy of the book Ungrading: Why Rating Students Undermines Learning (and What to Do Instead) by Susan D. Blum, and reflect on possible applications for their own teaching practice and context in relation to these questions: 

  • What shifts might I consider from traditional ways of calculating grades to more efficient and equitable approaches?
  • How can these strategies benefit both me and my students, encouraging them to fully embrace their learning process and helping me determine final grades that accurately reflect their learning?
  • How does adopting an alternative grading approach for a class align with University standards?
  • What do students think about these alternative grading strategies?
  • What might be gained in discussing current institutional and disciplinary grading culture among colleagues? 

Participants may also receive $250 in Professional Development Funds to support implementation in their courses if they elect to submit a brief Action Plan.