As Robert and I write this blog, we are also writing a book about alternative assessment systems titled “Grading for Growth.” The core of the book will be case studies that feature instructors and how they use various alternative assessment systems in their classes.
This is a great example. I've used something similar when teaching Calculus 1 with problems and concepts, but the idea of the modeling standards is great. Do you have a link to all the standards? Has Joshua written in a more detailed way about all the learning objectives. I also really like how the bar is high for an "A". I think it's ok to have high standards while also helping to clearly articulate them and help students to achieve them.
I think the best plan would be to ask Joshua directly if he's willing to share his full list of standards. We deliberately included "snippets" to avoid overwhelming people. :)
Thank you for this insightful case study. I really liked the "Revision Form" prompts, as I have been readjusting my revision policies lately. I have a few technical questions that could help me with my own grading system:
1. If a student submits a revision form, and it turns out there's still issues with it, do you give feedback and another chance to revise, or just let them try a new attempt? I generally let students revise it until I'm totally convinced they get everything in it.
2. How many times are tasks reassessed in exams 1-5? You mention 8-11 tasks per exam, which is 40-55 tasks total throughout the class, and given there's 37 tasks total, it means that some tasks are not reassessed in in-class exams more than once. How do you pick the tasks to reassess?
3. How much time is given for exams (8-11 tasks each) versus the office hours reattempts for each task?
4. Is technology such as calculators, desmos, wolfram alpha, and symbolab allowed during exams?
5. Are the exams proctored in-class or take home without proctoring?
Hi Sandi! I can answer some of these, and I can check with Josh on others.
1. Good question. I believe that this means the task stays "un-earned" and the student needs to try again (on a reassessment day, for example).
2. The exams only assess *new* tasks, which is different from a lot of other systems. Most of the reassessment is done either during office hours, or in one or two "reassessment days".
3. The office hour reattempts are scheduled for 10 minutes, which can include a fair bit of discussion. The exams fit into a standard class session (I believe 50 or 75 minutes).
4. I believe that technology is generally permitted, yes.
5. Depends on the class format, but Josh has definitely used unproctored at-home tests. This is mentioned near the end -- he hasn't seen any significant academic dishonesty trouble.
Thank for the variety of articles that you post: specific practical examples like this help cement the broader concept articles.
Interesting to see a case study. I thought the homework reports were especially useful.
This is a great example. I've used something similar when teaching Calculus 1 with problems and concepts, but the idea of the modeling standards is great. Do you have a link to all the standards? Has Joshua written in a more detailed way about all the learning objectives. I also really like how the bar is high for an "A". I think it's ok to have high standards while also helping to clearly articulate them and help students to achieve them.
I think the best plan would be to ask Joshua directly if he's willing to share his full list of standards. We deliberately included "snippets" to avoid overwhelming people. :)
I'd be really interested in seeing the entire list as well.
Thank you for this insightful case study. I really liked the "Revision Form" prompts, as I have been readjusting my revision policies lately. I have a few technical questions that could help me with my own grading system:
1. If a student submits a revision form, and it turns out there's still issues with it, do you give feedback and another chance to revise, or just let them try a new attempt? I generally let students revise it until I'm totally convinced they get everything in it.
2. How many times are tasks reassessed in exams 1-5? You mention 8-11 tasks per exam, which is 40-55 tasks total throughout the class, and given there's 37 tasks total, it means that some tasks are not reassessed in in-class exams more than once. How do you pick the tasks to reassess?
3. How much time is given for exams (8-11 tasks each) versus the office hours reattempts for each task?
4. Is technology such as calculators, desmos, wolfram alpha, and symbolab allowed during exams?
5. Are the exams proctored in-class or take home without proctoring?
Hi Sandi! I can answer some of these, and I can check with Josh on others.
1. Good question. I believe that this means the task stays "un-earned" and the student needs to try again (on a reassessment day, for example).
2. The exams only assess *new* tasks, which is different from a lot of other systems. Most of the reassessment is done either during office hours, or in one or two "reassessment days".
3. The office hour reattempts are scheduled for 10 minutes, which can include a fair bit of discussion. The exams fit into a standard class session (I believe 50 or 75 minutes).
4. I believe that technology is generally permitted, yes.
5. Depends on the class format, but Josh has definitely used unproctored at-home tests. This is mentioned near the end -- he hasn't seen any significant academic dishonesty trouble.