Students and faculty alike are aware of the pressure and anxiety that surround grades. At times, it seems as though grades interfere with meaningful learning. The next University Center for Innovation in Teaching and Education (UCITE) seminar will cover how grading can be used as an effective teaching technique. Instead of anxiety-producing numerical scores and letter grades, what forms of feedback promote learning? How can faculty use grading and assessment to enhance instruction and promote learning?
During this seminar, participants will:
- Consider the differences between grading and assessment;
- Explore some philosophical approaches to grading and which one(s) most closely align with their teaching philosophy and objectives;
- Apply an assessment-driven approach to instruction to one of their own courses;
- Learn about the difference between formative and summative feedback; and
- Try “everyday” feedback strategies that can inform grading and assessment practices, including in-class check-ins, effective use of rubrics and student reflection.
Participants also will have the opportunity to contribute other feedback strategies they are interested in trying. Attendees should bring something to write with and be prepared to talk about the learning goals of their own courses.
Michael Householder, associate director of SAGES, will facilitate this discussion.
This UCITE session, titled “Nodding Dinosaurs and Curtain Calls: Everyday Grading and Assessment,” will held today (Sept. 4) from 12:45 to 2 p.m. in the Allen Memorial Medical Library Building’s Herrick Room.
A pizza lunch will be provided. RSVP to email@example.com.