Students and professors alike are aware of the pressure and anxiety that surround grades. At times, it seems as though grades interfere with meaningful learning. In this session, we will discuss how grading can be used as an effective teaching technique. Instead of anxiety-producing numerical scores and letter grades, what forms of feedback promote learning? How can professors use grading and assessment to enhance instruction and promote learning?
During this seminar, participants will:
- consider the differences between grading and assessment;
- explore some philosophical approaches to grading and which one(s) most closely align with their teaching philosophy and objectives;
- apply an assessment-driven approach to instruction to one of their own courses;
- learn about the difference between formative and summative feedback; and
- try "everyday” feedback strategies that can inform grading and assessment practices, including in-class check-ins, effective use of rubrics, and student reflection
This discussion will be facilitated by Michael Householder, Associate Director of SAGES.
During this event, participants will contribute other feedback strategies that they are interested in trying. Attendees should bring something to write with and be prepared to talk about the learning goals of their own courses.
Join us for that session on Wednesday, September 4, 2019 from 12:45 p.m. to 2:00 p.m. in the Herrick Room, which is on the ground floor of the Allen Building (at the corner of Euclid and Adelbert).
A pizza lunch, sodas, and water will be provided at this session. To register for this session, please email firstname.lastname@example.org.