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. […]
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, wishing, […]
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 […]
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 […]
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 the […]
One of my current projects is a chapter on H. G. Wells and education, which I’m writing for the Oxford Handbook on H. G. Wells. I have been struggling a bit with this. Each chapter of these Handbooks features an expert on the subject making an argument about their topic. My argument from the start […]
I just finished grading the last batch of Final Essays for the last class I will be teaching as a full-time tenured history instructor at a community college. There are so many reasons I’m leaving early, but one is that it had become untenable (and untenure-able) to continue as an academic who believes in civil […]
It is an axiom frequently ignored that any technology has to have a reason to exist in a class. The textbook is a technology. If one were to actually read it, that would be a huge investment of time in an era where attention is continually diverted. A chosen technology is either central to learning […]
So many people have been thrown into online teaching and learning, and the most conscientious professors want to do a good job. And yet, as the holidays approach, many are weary of the online grind, and looking to make some changes for next time. Photo by engin akyurt on Unsplash Care for students, and professors, […]
Why a bit of auto-grading is helpful rather than harmful Certainly it was overwhelming to bring home an intimidating stack of exam books or papers. But it isn’t any better online. In fact, a notification that there are 173 things to grade can make you want to close your laptop and walk away. Learning Management […]
