Outreach: How can a critical approach to grading foster student agency and make grading a more meaningful, intentional process? This workshop will build on the ideas presented in the Towards Generative Assessment workshop and offer concrete practices to include students in the grading process in ways that offer multiple pathways for engagement and opportunities for self assessment. Attendees will learn how to make the labor associated with grading more purposeful and productive

This workshop was offered as part of the TLC’s 2023 Mid-Winter Institute.

This workshop took place via Zoom as an online, synchronous workshop during the Midwinter Institute on 1/23 between 2.00 and 3.30 pm. The workshop and materials were developed by Laurie Hurson and Pedro Cabello del Moral.

Materials

All materials on this page and in the linked google folder are licensed under a Creative Commons Attribution-ShareAlike (CC-BY-SA) 4.0 International Public License.

This folder contains Workshop Agenda and Slides.

Materials Folder:https://drive.google.com/drive/u/0/folders/1gkF-A9OxkbR7iMHmEz5HuPmNyMhD9ROy

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WORKSHOP AGENDA

Introductions

• Are you teaching in spring 2023? What course and campus? Do you have a syllabus? Did you write it? Briefly tell us about your course.
• Slides: STUDENT AGENCY & THE LABOR OF GRADING https://docs.google.com/presentation/d/1O5OlJdEavPMreUWV3I-FBNZVc4VppoGr6vC4WA_nJb0/edit?usp=sharing

Opening Free Write 

• Padlet: https://padlet.com/lhurson1/tlcmw2023

Grade Breakdown

• Pedro: Example of Span 101 at Brooklyn College. Grade break down when we are using an expensive textbook.
  • https://spanbasic18.commons.gc.cuny.edu/syllabus/
• Discussion Questions
  • What is the grade breakdown of your course? What’s flexible? What’s scaffold-able?
  • Think about schedule: How is the student work and grading labor dispersed throughout the course?
  • How do/can you create transparency around grades and grading?

Fostering Student Agency in Grading 

• Discuss with students
  • What grade do you need? (be aware of student fin aid needs)
• Let students choose topics, path through course
  • Psychology of Learning & Memory: Choose your Own Adventure/ Engagement grade 
  • Principles of New Media: Short guides, Manifestos: https://pnmarchive.commons.gc.cuny.edu/category/directions/
• Students enter into grading agreement
  • Albracht: https://200wfall21.commons.gc.cuny.edu/grading-agreement/
• Ungrading – decentering “grades”
  • http://cuny.is/ungradingodp

 

Managing Labor & Feedback

• Low stakes Assignments
  • Blog posts: https://elementspan101.commons.gc.cuny.edu/category/vocabulary/
  • https://spanbasic18.commons.gc.cuny.edu/syllabus/
  • https://interspan201.commons.gc.cuny.edu/category/assignments/
• Scaffolding
  • Example?
  • Research Methods Proposal Paper
    • https://opencuny.org/hursonresearchmethods/schedule/
    • https://opencuny.org/hursonresearchmethods/assignments/
• Clear Directions and Rubrics
  • Learning Plan Midterm
• Multiple submissions
  • “Feedback Treadmill” issues
  • “Feedback Menu”
• Peer review
  • Example?
• Self assessment
• Collective grade
  • Event (Pedro): 1st Brooklyn College Latin American and Spanish Film Festival: https://bcfilmfestival.commons.gc.cuny.edu/

Resources

Short guides, Manifestos, Multimedia Essays

• https://pnmarchive.commons.gc.cuny.edu/category/directions/

Grading Agreement

• https://200wfall21.commons.gc.cuny.edu/grading-agreement/

Ungrading & decentering grades

• http://cuny.is/ungradingodp
• https://www.jessestommel.com/ungrading-a-bibliography/