Assessments that promote learning rather than grading, such as discussion-based classes, can be more effective for student learning.
Using alternative assessments that involve deeper thinking, application of knowledge, and student-created exams enhances critical thinking and engagement with the course material.
Deep dives
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.
The Impact of Alternative Assessments
The benefits and impact of alternative assessments are highlighted. Students share their experiences with assessments that promote learning, such as revision essays, metacognitive papers, and student-created exams. They discuss how these assessments involve deeper thinking, application of knowledge, and engagement with the course material. The importance of using assessments as tools for learning is emphasized, as it enhances critical thinking, deep reading, and meaningful conversations. The significance of instructors seeking student feedback on assessments is also discussed, as it encourages student involvement in the learning process and helps shape assessments that align with their learning goals.
Challenging Dead Ideas and Rethinking Grades
The podcast concludes by addressing common dead ideas surrounding learning, particularly the belief that more grades lead to more learning and that grades carry fixed meanings. Students challenge these notions, advocating for a shift in mindset. They suggest focusing on the value of communication with instructors, understanding the variables that affect performance, and considering alternative forms of assessment that prioritize learning. The need for increased equity in classrooms and recognizing the potential for learning without grades is emphasized. Students express their motivation to be part of this change in higher education and promote more equitable and effective assessment practices.
How can assessment motivate students to focus on learning as opposed to grades? Can it still be rigorous if it’s not high stakes exams? Today we speak with Maryam Pate and Olivia Schmitt, two Columbia University undergraduate students who serve as Teaching and Learning Consultants as part of the CTL’s Students as Pedagogical Partners Initiative. Maryam and Olivia reflect on their experiences with different types of assessment and the impacts on their learning.
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