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.
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?
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.
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?