Zobrazeno 1 - 10
of 56
pro vyhledávání: '"ungrading"'
Publikováno v:
Journal of Statistics and Data Science Education, Vol 32, Iss 3, Pp 283-295 (2024)
Nontraditional grading methods have recently become more common, and as with any large pedagogical shift, there are a number of questions to consider when applying a new grading scheme to a course. This article summarizes four types of nontraditional
Externí odkaz:
https://doaj.org/article/51c5b39fca674f59aabde91f336bdc4b
Autor:
Kristina Meinking, Eric Hall
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 12 (2024)
In this reflective essay, we explore how we and our students experienced trust and opened ourselves up to being vulnerable in two iterations of a course that was built on the pedagogies of ungrading and co-creation in teaching and learning (CCTL). As
Externí odkaz:
https://doaj.org/article/6d41cc7ccf4f40628acb04418cf1a039
Autor:
Matthew J. Mio
Publikováno v:
Frontiers in Education, Vol 9 (2024)
The global pandemic forced educators at all levels to re-evaluate how they would engage content, generate relevance, and assess the development of their students. While alternative grading strategies were not necessarily new to the world of chemical
Externí odkaz:
https://doaj.org/article/7ee484a6e9df412f939dd450ae653c46
Autor:
Jalisa H. Ferguson, Lisa A. Bonner
Publikováno v:
Frontiers in Education, Vol 9 (2024)
The focus on grades has diminished the focus on learning. One strategy that aims to return students’ attention to what they are actually learning (and not just earning) is ungrading. Ungrading is thought of as any strategy in which instructors do n
Externí odkaz:
https://doaj.org/article/93f06b5296064e45b716b915d566e2f5
Autor:
Sharon A. Stranford
Publikováno v:
Frontiers in Education, Vol 8 (2024)
No one enjoys grading, neither instructors nor students. The idea is that grades provide the required incentive to learn and act as an “objective” form of evaluation. This view is especially prevalent in STEM, where practitioners pride themselves
Externí odkaz:
https://doaj.org/article/699481a515dd4a4cafef8e48d6148736
Autor:
Amy A. Hasinoff, Wendy Bolyard, Dennis DeBay, Joanna C. Dunlap, Annika C. Mosier, Elizabeth Pugliano
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 12 (2024)
A large body of evidence shows that many ungrading practices are as good or better than conventional approaches at supporting learning outcomes. Much of the research on student perceptions of ungrading, however, is based on individual case studies wh
Externí odkaz:
https://doaj.org/article/9fad5a40a9204f3ba58b5d998b9b3f8f
Publikováno v:
Impacting Education, Vol 9, Iss 1 (2024)
Beginning in the summer of 2019, the College of St. Scholastica endeavored to build a flexible, adaptable EdD program grounded in the guiding principles of CPED. This meant establishing a welcoming and safe program dedicated to cultivating justice-mi
Externí odkaz:
https://doaj.org/article/ab23d2f73d334ccb9a4dfb413e71486c
Akademický článek
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Autor:
Kim M. Mitchell
Publikováno v:
Discourse and Writing/Rédactologie, Vol 31, Iss 1, Pp 121-125 (2021)
Externí odkaz:
https://doaj.org/article/4141396104bc4fda8a2d90b34481e3be
Akademický článek
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