This week, we are bringing you another case study from our upcoming book, “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 post - because it describes the grading processes in enough detail that someone could use parts of those processes in their own courses - might make it seem as though specs grading is all about grading. But actually, my experience has been the exact opposite of Kenoc's comment. Instead of spending labor and energy on assigning grades to every activity every week, I spend more time interacting with students and helping them learn.
This post - because it describes the grading processes in enough detail that someone could use parts of those processes in their own courses - might make it seem as though specs grading is all about grading. But actually, my experience has been the exact opposite of Kenoc's comment. Instead of spending labor and energy on assigning grades to every activity every week, I spend more time interacting with students and helping them learn.
The problem with specifications grading is that it puts most of the emphasis on grades and very little emphasis on learning.
I am curious if you have the same objection to the previous case study (SBG, from Joshua Bowman)? If not, what difference do you see?
Which case study was that?
Check out my blog post from two weeks ago: "Case Study: How Joshua Bowman uses Standards-Based Grading in Calculus 1"