In this engaging discussion, Robert Talbert, a mathematics professor and author of 'Flipped Learning,' along with David Clark, an advocate for alternative grading in higher education, dive into their book, 'Grading for Growth.' They explore the flaws of traditional grading systems and introduce a four-pillar model for alternative grading that promotes authentic learning. The conversation highlights the importance of intrinsic motivation, shares student experiences with new approaches, and offers actionable steps for educators to implement meaningful assessment reforms.
Alternative grading emphasizes meaningful feedback over traditional scores, fostering student growth and intrinsic motivation in the learning process.
The four pillars of alternative grading provide a framework for educators to support student engagement by focusing on clear standards and progress recognition.
Deep dives
Understanding Alternative Grading
Alternative grading focuses on improving traditional grading practices to better reflect student learning and growth. It shifts the emphasis from simply assigning grades to providing meaningful feedback on student progress. Unlike traditional systems that often discourage learning by reducing student engagement to mere point collecting, alternative grading methods are designed to align with how humans naturally learn. By fostering an environment that respects the learning process, alternative grading helps students concentrate on mastering concepts rather than playing the grading game.
The Importance of Assessment vs. Grading
The podcast elaborates on the distinction between assessment and grading, explaining that assessment involves the tasks students complete to demonstrate learning, while grading is the communication of their progress through scores. Many traditional grading practices fail to capture true student understanding by averaging all attempts at work, which can unfairly penalize those who improve over time. Instead, effective grading should reflect individual growth, with feedback loops encouraging students to iterate on their work. This approach fosters continuous learning rather than a one-time evaluation based on historical performances.
Framework for Implementing Changes
The conversation introduces a framework called the four pillars model for alternative grading, which includes establishing clear learning standards, providing helpful feedback, recognizing progress towards those standards, and allowing reattempts without penalty. Each pillar emphasizes actionable steps teachers can take to create a supportive learning environment that motivates students. By adopting even one aspect of this model, educators can significantly enhance their approach to grading, shifting focus from discrete grades to fostering growth. Such incremental changes can lead to a deeper and more meaningful learning experience for students.
Promoting Intrinsic Motivation
Intrinsic motivation plays a vital role in learning, as highlighted by discussions on how traditional grading systems can stifle it. The podcast underscores that students often thrive when given room to focus on understanding rather than merely achieving grades, turning the classroom into a more inviting space for exploration. Feedback that promotes learning, rather than penalizing mistakes, aligns closely with students' natural desire to acquire knowledge. By removing barriers and gamified pressures, educators can help students rediscover their passion for learning, cultivating an environment where they can genuinely thrive.
In this episode of the Social Learning Amplified podcast, Eric Mazur and guests David Clark (Grand Valley State University) and Robert Talbert (Grand Valley State University) discuss their new book, Grading for Growth: A Guide to Alternative Grading Practice That Promote Authentic Learning and Student Engagement in Higher Education. The guests discuss the interplay between grading and assessment, the need for rethinking traditional grading practices, and the four pillars of alternative grading. They also emphasize the importance of intrinsic motivation in learning and share their experiences with student reactions to alternative grading. The episode concludes with the guests offering simple steps that listeners can take to move towards alternative grading in their own courses.
Read and engage with them from January 15th, 2024 to February 9th, 2024 at their Perusall Engage Community Book Event. Learn more: perusall.com/engage.
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