Modified Ungrading

I have written a lot on this blog about grading, about my longing for “ungrading”, my qualms about heading that direction, and the things I’ve decided to do instead. This is a more specific post about the latter, and my gradual shift in emphasis I’m calling “Modified Ungrading”.

We know the arguments against A-F grades. . . . → Read More: Modified Ungrading

Grading and plagiarism goes boink

As I go through routine grading of primary sources (marking rubrics for six criteria for each assignment), I often think about Laura Gibbs’ non-grading routines at the University of Oklahoma. Her grading system is explained to students here, and I have looked at it periodically for many years, like a diabetic outside a bakery, . . . → Read More: Grading and plagiarism goes boink

Grading over learning

I know I complain a lot about Canvas, but I do assume that their discussion boards, however limited, will act like discussion boards.

So I set them up for students to post their primary source each week. These are due Wednesday midnight, so that’s the “due date” I set. On Thursday I grade them in . . . → Read More: Grading over learning

Upgrading Discussion

Last year, for my onsite class, I used Moodle’s glossary function to have students create an annotated art collection. Although I used it occasionally in lecture, the outcomes for its use were not very clear — we were mostly just experimenting with the technology. I liked what students found to post, though, and what they . . . → Read More: Upgrading Discussion

Grading: As Good as It Gets

Most likely, the way I’m grading in Moodle is as good as it gets.

Every other week, two of my classes takes a quiz online. Each quiz has 70% objective and 30% essay questions, plus a 10% essay for additional credit. That’s four essays per test.

Moodle lets me see all the answers to . . . → Read More: Grading: As Good as It Gets

Steampunk pedagogy

I’m watching rather horrified as faculty try desperately to replicate their classroom experience online, and plan to require students to do things they might not be able to manage, even while keeping grading structures in place.

Steampunk is an art form, one that takes the technologies of the Victorian era and combines them with a . . . → Read More: Steampunk pedagogy

Crash Course in moving a class online

The recommendations I’m seeing for faculty are overly complex. So here’s some completely unofficial advice for faculty as we all scramble to move on-site class sections into the Canvas online environment.

What to do first

Send a Canvas announcement out from inside the class letting students know this is where the class will . . . → Read More: Crash Course in moving a class online

Rigor or workload?

It appears as though next summer, our 8-week classes will all be offered in a 6-week format. I am in favor of this. At first this seems like a good idea: students finish faster, faculty are done sooner (avoiding the problem of immediately starting fall afterword). Until one thinks about rigor.

Rigor is a word . . . → Read More: Rigor or workload?

Honor in defeat

In all my years of online teaching (and it’s over 20, mind) I have never had a worse start to the semester. My inbox is receiving student messages at the rate of about 3 per hour, and has done the entire first week. These messages are, as I’ve mentioned before, mostly related to not being . . . → Read More: Honor in defeat

The placement of things

Where’s my stuff?

The placement of things is important. As with medieval manuscripts, what is not stored properly is essentially lost to all humanity. After 20 years working online, I here report on where I keep things at present.

Public ok or intended: Google

My syllabuses are on Google Docs anyone can view, department business . . . → Read More: The placement of things