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Theodore Whitfield's avatar

To me, the distinction between alternative and traditional grading is not black-and-white. Instead, I think we can mix and match procedures, using ideas from both approaches.

For instance, I like to treat homework problem sets as formative assessments, with lots of chances to get feedback and resubmit work. But precisely because of that I don't weight this work heavily in the final grade; after all, it's supposed to be formative, not summative. As a result, course grades are heavily weighted towards two exams, which make up 80% of the grade. So it's a combination of lots of formative practice along with two high-stakes exams.

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Michael Palmer's avatar

As always, thanks for a stimulating post. Something for you and your readers to consider:

I recently coauthored a paper describing a taxonomy that is capable of characterizing pedagogical innovation (Palmer, M. S., & Giering, J. A. (2023). Characterizing pedagogical innovation in higher education. Innovative Higher Education, 49, 453-473. https://doi.org/10.1007/s10755-023-09681-6).

In addition to defining pedagogical innovation, we describe a set of possible outcomes, risks, barriers, and costs of an innovation. In short, it's probably not enough to say whether alternative grading is innovative. We need to consider in what ways it is innovative based on contextual factors.

I'd love to you see a "Part 2" where you explore alternative grading as a pedagogical innovation through this lens. :-)

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