Only by abandoning traditional grading and performance assessment practices can we achieve our ultimate educational objectives.
Blog: Equitable Assessment in the Classics Classroom, Part 3 of 3: “Alternative” Assessment: Ungrading in Classics
By Elizabeth Manwell | August 1, 2022
Blog: Equitable Assessment in the Classics Classroom, Part 2 of 3: Labor-Based Grading in the Classics Classroom
By Ashli Baker | July 25, 2022
By Katherine Beydler | July 18, 2022
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.