Grading can be (and often is) the least enjoyable part of teaching. It’s time-consuming, tedious, and is frequently a one-way act if students do nothing with the feedback they are given. Rubrics, standards-based assessments, and the like are attempts to ease some of the time-constraints of grading. But how do our grading practices help or hinder students’ own mindsets about their learning?
Join Professor John Wadach and other colleagues for a conversation about grading to foster student growth.
Monday, March 20
Brighton Campus TCC room (12-201)
Questions? Email Amy Burtner: email@example.com <mailto:firstname.lastname@example.org