Comments on: The First Thing We Do: Kill All The Grades! https://teachingnaked.com/the-first-thing-we-do-kill-all-the-grades/?utm_source=rss&utm_medium=rss&utm_campaign=the-first-thing-we-do-kill-all-the-grades AI and Teaching Workshops Thu, 21 Mar 2013 22:48:34 +0000 hourly 1 By: Teaching Naked » Alternatives to Grades https://teachingnaked.com/the-first-thing-we-do-kill-all-the-grades/#comment-91 Thu, 21 Mar 2013 22:48:34 +0000 http://teachingnaked.com/?p=480#comment-91 […] Alternatives to Grades021 Mar 2013 by jabowenSince I suggested that getting rid of grades might be the single easiest way to focus faculty attention on more meaningful assessment, I’ve […]

]]> By: jabowen https://teachingnaked.com/the-first-thing-we-do-kill-all-the-grades/#comment-85 Wed, 13 Feb 2013 03:42:39 +0000 http://teachingnaked.com/?p=480#comment-85 I think it works equally well in all fields. After all, it was Physics Prof Erik Mazur at Harvard who discovered that even his “A” students at Harvard really did not have any more conceptual understanding of physics (i.e. they could answer questions like what happens when a a small car runs into a big truck?) than HS students who have never taken a physics course. So learning to get an A was largely plug and chug, but didn’t change thinking.

Practically,you would start with a rubric <http://teachingnaked.com/rubrics/> and every semester you might evaluate student progress in each area. So a Physics course might have criteria of ability to solve problems, but also ability to apply in new concepts, conceptual understanding, creation of new theories etc. A grade is a single generic summary: you might pass your driving test, but still not be very good at parking. We think it is an assessment, but it really isn’t.

]]> By: Jennifer Friedel https://teachingnaked.com/the-first-thing-we-do-kill-all-the-grades/#comment-84 Tue, 12 Feb 2013 03:30:24 +0000 http://teachingnaked.com/?p=480#comment-84 “I often suggest that grades need to be aligned with the learning goals, assignments, games and even discussion activities, but what if we just used the learning outcomes directly and measured what you had learned?”

What does this type of measurement strategy look like? How would you propose to implement it? It may work with the more subjective worlds of social sciences and fine arts, but is it realistic to use this with more concrete courses like chemistry, physics and mathematics?

]]> By: Jose Bowen » First Thing We Do: Kill All the Grades https://teachingnaked.com/the-first-thing-we-do-kill-all-the-grades/#comment-83 Mon, 11 Feb 2013 18:04:08 +0000 http://teachingnaked.com/?p=480#comment-83 […] Contact First Thing We Do: Kill All the Grades011 Feb 2013 by José BowenThis blogs with LINKS is at : http://teachingnaked.com/the-first-thing-we-do-kill-all-the-grades/ […]

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