Redefining Rigor in Higher Education

Dead ideas about rigor in higher education are discussed, particularly in relation to testing and grading policies. Examples of dead ideas include the belief that high stakes tests are the only way to demonstrate learning, that grades must be curved, and that all assessments must be graded. These rigid practices often lead to grade-focused learning and inequalities in the learning environment. Student perspectives are shared on how non-traditional methods of assessment, such as discussion-based classes or assessments that promote learning rather than grading, have been more effective for their learning. It is suggested that students should communicate with instructors and challenge the dead ideas surrounding grades and preparation, emphasizing the importance of agency and understanding the meaning and limitations of grades.