Module 2 Keep Learning

2.1 Deeper Dive –Teacher-friendly grading strategies

Creating flexible course experiences adds cognitive load for students and teachers alike. Some flexible grading strategies take time to set up, but can actually reduce the overall load for teachers.

Grading strategies

• Ungrading – focusing on student self-evaluation and metacognition (see Jesse Stommel’s article about ungrading Links to an external site.)
• Minimal grading – using a scale with only 1-3 levels (see Kent State article "An efficient rubric for minimal assessment Links to an external site.")
• Contract grading – calculating grades based on work completed (see articles "So your instructor is using contract grading Links to an external site." and "I have seen the glories of the grading contract Links to an external site.")
• Specifications grading – establishing criteria (e.g., complete, satisfactory) for students to meet, and using bundles of activities to demonstrate achievement of outcomes (see Linda Nilson’s article about specifications grading Links to an external site.)

Tech tip: PowerNotes Links to an external site. has a new feature called labor-based assessment that helps students and faculty gauge the students’ efforts when reading and writing. This can help if you decide to experiment with strategies like ungrading or contract grading.

2.1 Deeper Dive – Student-friendly assessment strategies

Flexible course experiences can also make it harder for some students to succeed. Navigating different environments, dealing with interruptions and distractions (e.g., children demanding attention), and other factors can lead to an uneven learning process. Some assessment strategies support student success by taking an iterative approach or providing multiple opportunities to show what they know.  

Evidence of learning strategies

• Authentic assessment – asking students to perform real-world tasks for assessment purposes
• ePortfolios – asking students to collect each stage of their work (e.g., drafts, revisions based on peer feedback, final version) and to reflect on how it demonstrates achievement of learning outcomes
• Triangulation – using multiple strategies to “triangulate” achievement of each outcome (e.g., a quiz to show understanding of concepts, a discussion to show ability to work with concepts, an essay or project to show ability to apply or build on concepts)

Resources related to embracing mobile learning

• Kevin’s a long-time advocate for mobile learning in the ways he just describes, but Christina Moore also has a great and relevant EDUCAUSE article about embracing mobile learning too: https://er.educause.edu/blogs/2020/6/now-is-the-time-to-embrace-mobile-learning Links to an external site. (from Jenae Cohn)

Resources related to embedding assessments in a video

• PlayPosit Links to an external site. has a new worksheet feature that allows students to document and self-reflect their learning (and faculty to see) for live lecture (from Takiya Moore)
• I like H5P interactives for ungraded self assessment to promote intrinsically-motived learning (from Sue Armitage)
• re: H5P accessibility https://documentation.h5p.com/content/1290410474004879128 Links to an external site. (from Sue Armitage)

Resources related to humanizing online teaching

• This article by Pacansky-Brock et. Al also provides some empirical evidence to this end for online classes in particular: https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1905 Links to an external site. (shared by Jenae Cohn)

Resources related to giving feedback to students

• Dana Ferris’ book has a good compilation of research-based evidence on what kind of feedback from instructors can be most helpful or students to take action: https://www.routledge.com/Response-To-Student-Writing-Implications-for-Second-Language-Students/Ferris/p/book/9780805836578 Links to an external site. (shared by Jenae Cohn)
• this article from the Chronicle about ways to give feedback online offers lots of helpful tips too: https://www.chronicle.com/article/how-to-give-your-students-better-feedback-with-technology/ Links to an external site. (shared by Jenae Cohn

Resources related to first-generation students

• an interesting article regarding first gen students who attend top universities and the ‘hidden curriculum’  https://www.insidehighered.com/news/2021/01/19/author-discusses-her-new-book-first-generation-students-harvard-and-georgetown Links to an external site. (shared by Cryssel Vera)