Hi, I wasn't sure where to ask this question so I'll ask it here. I teach an undergrad linguistic analysis course, and this summer I implemented a new assessment system that I adapted from the Modern Algebra description here (https://rtalbert.org/building-modern-algebra-the-grading-system/).
I'm hoping to collect some feedback from my students after the semester ends in a couple weeks, especially since I think this is the first time many of them have experienced this type of assessment system. I'm also the first person in my department to try something like this, but a number of others are interested in the results. I have some questions developed already, but I was wondering if you had any recommendations on what feedback is most helpful?
Behind the scenes with the Grading For Growth book
I'll bite: so you've got some strong thoughts on em-dashes?
Hi, I wasn't sure where to ask this question so I'll ask it here. I teach an undergrad linguistic analysis course, and this summer I implemented a new assessment system that I adapted from the Modern Algebra description here (https://rtalbert.org/building-modern-algebra-the-grading-system/).
I'm hoping to collect some feedback from my students after the semester ends in a couple weeks, especially since I think this is the first time many of them have experienced this type of assessment system. I'm also the first person in my department to try something like this, but a number of others are interested in the results. I have some questions developed already, but I was wondering if you had any recommendations on what feedback is most helpful?
Thanks,
Hannah