Redefining Grading Practices

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Exploring the transition to alternative grading methods, this chapter emphasizes the personal aspect of determining meaningful marks and the shift from equating success with perfection. Insights are shared on customizing learning management systems for new grading practices and the significance of clear evaluation criteria.

David Clark discusses using alternative grading practices to foster student learning on episode 511 of the Teaching in Higher Ed podcast.

Quotes from the episode

As soon as there's a grade assigned, students tend to lose the intrinsic motivation they might have to learn these things and focus entirely on that extrinsic grade aspect.

Does this represent what I really care about?
-David Clark

Most of us are used to giving feedback in some way, but making it helpful is the tough part.
-David Clark

A reassessment always needs some reflective parts, some metacognition, because that’s part of the feedback loop.
-David Clark

People aren’t going to remember everything that they’ve learned in our classes for all time.
-David Clark

As soon as there’s a grade assigned, students tend to lose the intrinsic motivation they might have to learn these things and focus entirely on that extrinsic grade aspect.
-David Clark