I really appreciate the open sharing you do about your grading and experimentation. I've incorporated your EMRN scale with my American Sign Languages courses along with other components of specifications grading (including retakes without penalty). It has transformed my relationship with students and grading.
I’m interested to hear how it goes! Perhaps something like this can be used in lower level classes like calculus too. I really like the shift in focus to more wholistic. I’m just wondering about your workload during each week. How much time are you spending giving feedback and meeting with students to discuss their progress? I cannot think of a way to scale this up to 36 students per section.
Asking students what grade they deserve could harm female students, who may sometimes go low in their estimates. I hope that if any students go low, you will move their grade up.
I really appreciate the open sharing you do about your grading and experimentation. I've incorporated your EMRN scale with my American Sign Languages courses along with other components of specifications grading (including retakes without penalty). It has transformed my relationship with students and grading.
I’m interested to hear how it goes! Perhaps something like this can be used in lower level classes like calculus too. I really like the shift in focus to more wholistic. I’m just wondering about your workload during each week. How much time are you spending giving feedback and meeting with students to discuss their progress? I cannot think of a way to scale this up to 36 students per section.
I find this method and plan so fascinating and I am glad you share your thoughts so candidly. May I ask how many students in this course?
Asking students what grade they deserve could harm female students, who may sometimes go low in their estimates. I hope that if any students go low, you will move their grade up.