Two-thirds of the way through the semester of specifications grading, I’ve gotten a fairly good look at how it works. And I have some observations and some things to change for next time.
Six weeks into the specifications grading experiment, one of the most positive things to emerge from the class is a modified model of timed testing that focuses on student choice and a revise/resubmit cycle that lowers student stress. Here’s how it’s working for me.
The new semester is underway, and with it is the implementation of specifications grading in my two classes. Here is a report from the field about how the system turned out and how it’s working so far.
Twenty days ago I publicly committed to dumping traditional points-based grading systems in my courses and going with specifications grading instead. After a week of intensive re-design, two courses are (almost) ready to deliver.
Thinking about specifications grading involves rethinking some basic assumptions about assessment and grading, even teaching in general. Here are four things that came clear to me as I read Linda Nilson’s recent book on specs grading.
Grading is an important — and unavoidable — aspect of any course, inverted or traditional. In this post in a series on the inverted transition-to-proof math course, we look at the grading responsibilities for the course and what impact inverting the classroom had on this process.
This semester, I made the decision to phase out paper from my professional life, starting with student work and grading. Here’s a preliminary report about what I’m doing and how it’s working.
…it’s not really good to farm out your grading tasks to a person who is not an employee of your… Read more Speaking of grading…
This is the second installment of Monday GTD Moment, where I take a post to blog about Getting Things Done… Read more Monday GTD moment: Handling grading in GTD