I would encourage you to read our book, where we have case studies of alternative grading across the curriculum! There are also some good examples in Susan Blum's "Ungrading".
I cannot speak to a major, but I teach in a "program" which is more intensive than any major at my institution--the students have 19 compulsory courses in History, Philosophy, English Literature, etc. I taught both the first semester and second semester students this year. While both classes were successful, it is true that I had to spend more time on "buy-in" with the first semester students. But there was something rewarding about taking that time to build trust with them. Hopefully someone else can weigh in on this as well.
Just to clarify, you used the numerical grades that the students self-reported? I tried this several years ago while teaching high school sociology at an international school. The first term I found students to be quite honest in their self-assessment but the second term they seemed to inflate their own efforts in order to get a high grade.
Are there any examples of this working in a freshman level major course?
I would encourage you to read our book, where we have case studies of alternative grading across the curriculum! There are also some good examples in Susan Blum's "Ungrading".
Thank you for the advice.
I cannot speak to a major, but I teach in a "program" which is more intensive than any major at my institution--the students have 19 compulsory courses in History, Philosophy, English Literature, etc. I taught both the first semester and second semester students this year. While both classes were successful, it is true that I had to spend more time on "buy-in" with the first semester students. But there was something rewarding about taking that time to build trust with them. Hopefully someone else can weigh in on this as well.
I came to similar conclusions, which I posted to my LinkedIn newsletter:
https://www.linkedin.com/pulse/ungrading-why-i-give-nearly-all-my-students-patrick-hillberg-ph-d-/?trackingId=6nipBdHqSJeEwR9DQliRgg%3D%3D
Just to clarify, you used the numerical grades that the students self-reported? I tried this several years ago while teaching high school sociology at an international school. The first term I found students to be quite honest in their self-assessment but the second term they seemed to inflate their own efforts in order to get a high grade.