assessment

Blog: Equitable Assessment in the Classics Classroom, Part 3 of 3: “Alternative” Assessment: Ungrading in Classics Elizabeth Manwell Mon, 08/01/2022 - 12:10

This is Part 3 of a three-part series. Find Part 1 and Part 2 here.

There is nothing ideologically neutral about grades, and there is nothing ideologically neutral about the idea that we can neatly and tidily do away with grades. We can't simply take away grades without re-examining all of our pedagogical approaches, and this work looks different for each teacher, in each context, and with each group of students.

— Jesse Stommel, “Grades are Dehumanizing”

Blog: Equitable Assessment in the Classics Classroom, Part 2 of 3: Labor-Based Grading in the Classics Classroom Ashli Baker Mon, 07/25/2022 - 10:03

This is Part 2 of a three-part series. Find Part 1 and Part 3 here.

Only by abandoning traditional grading and performance assessment practices can we achieve our ultimate educational objectives.

— Alfie Kohn

Blog: Equitable Assessment in the Classics Classroom, Part 1 of 3

By Katherine Beydler | July 18, 2022

This is Part 1 of a three-part series. Find Part 2 and Part 3 here.

Picture a student getting back a graded essay or exam. They glance at the letter or number at the top of the page and throw the paper in the recycling on their way out the door without reading the feedback, even when you think it will help them succeed on the next major assignment.

Imagine being consistently impressed by a student’s in-class work. Their insights and positive attitude contribute significantly to the learning environment. However, they do very poorly on the first major assessment, a midterm exam. Both of you are surprised and dismayed, and the student is discouraged.