Discover and read the best of Twitter Threads about #ungrading

Most recents (13)

I want to share some reflections on my first semester of #ungrading, which I did in my 100-level survey & 300-level seminar. This will be a long thread, but the TLDR is that I think it went really well. I loved it, the majority of my students loved it, & we all learned a lot. 1/
First, though, let me acknowledge that it is easier for me to do this type of experimentation than others because of my own privilege: tenured, white, a “known quantity” to my students, and supported by a dept. chair & cohort of colleagues testing the waters with me. 2/
My own positionality matters, and we need to keep pushing for *all* faculty to have these opportunities. 3/
Read 19 tweets
If an ultra-sophisticated language algorithm can pass a college writing assignment, that's a sign of a problem, but it's not necessarily a problem with the AI, or the assignment. h/t to @BryanAlexander for the tip on the original article. insidehighered.com/blogs/just-vis…
When @BryanAlexander sent me the original article, I thought I would have a very different take, that I would be either skeptical of the AI or critical of the nature of the assignments. Neither turned out to be true.
The AI (GPT-3) is pretty freaking amazing, like how Deep Blue was amazing when it beat Kasparov. Language AI couldn't do what GPT-3 does until GPT-3 did it. The seemingly impossible is suddenly possible.
Read 5 tweets
I’ve been using @hypothes_is for collaborative annotation of both primary and secondary sources since 2018. It is the best digital pedagogical tool I have encountered. Some things I’ve learned:

A 🧵 for those thinking of using #annotation in your Spring 21 courses.

1/
Like all online learning platforms and tools, it works best with instructor presence. If you’re annotating with the students, there will be a richer conversation and you will get to hear from more folks.

2/
Pre-annotation is especially useful. Before posting a link to a piece for annotation, I add my own questions, comments, and reflections. I encourage students to reply to me (and each other) or add their own thoughts.

3/
Read 12 tweets
I've come to appreciate the vast amount of knowledge on #teachertwitter! #ungrading
A1: Not yet ungrading, but focusing on mastery of topics rather than grades on assignments. It has been a work in progress! #ungrading

A2: Yes! I think the point that did it for me was when we had Ts complaining about their evals while at the same time failing kids left and right! DL here has shown how arbitrary grades are and how they are hurting our Ss. #ungrading

Read 10 tweets
On teaching without grades.
A long-ish (20-tweet) 🧵. Here goes.

So, you know how you write lots of comments on an essay/exam, and the student looks at the grade and never reads the comments? That's because when grades enter the picture, the learning stops. /1
Instead of focusing on learning, there is a lot of negotiation: can we find one or two points on the midterm as the student is just on the verge of A-?

Everyone is just on the verge of the next grade.

And all the evals are not about the class but about the grading. Really? /2
Is the grade at all informative? If you are just below the A- or just above that, is that giving the student any information about how to improve their knowledge or skills? No. t is just a useless, demoralizing & stressful smoke screen /3
Read 21 tweets
"Trust the student" is something that @Jessifer continuously reminds those us #ungrading. In the past, I've nodded my head in intellectual assent of this truth. Of course-- it sounds sane! But it wasn't until this semester that it really resonated with me . . . #UngradingSlowChat
And I think it's related to the "power" dynamic involved in so many of our educational experiences. Remember the profs who taught via the pedagogy of confrontation, the adversarial power struggle? . . . As if learning was a chess game to outwit the competition.
Even today, when a student misses a learning opportunity or ignores my communication efforts, part of my reptilian brain signals, "You need to teach this person a lesson. How dare they ignore my assignment reminders?!" Part of my growth in #ungrading has been to reform this. . .
Read 9 tweets
#UngradingSlowChat --Today finds me extremely thankful for everything #ungrading! This morning, I've been reading my students' final Labor Journal Reflections where I ask them to mindfully (& compassionately) describe their labor in my course. I'm all for #ungrading research,...
but I'm more of a praxis person--cool with theory, but love to see boots-on-the-ground evidence. I've gotten into heated arguments about "quality" and "rigor" but I always return to "Ask the students!" The #ungrading reflections . . .
I've been reading today confirms it for me! I don't need any "academic research" into the efficacy of #ungrading. I can see it with my own two eyes! Words like "quality" and "rigorous" show up in my students' reflections, but guess what? . . .
Read 5 tweets
Today I tried something new in #Ungrading. I wanted to help my students evaluate their own growth throughout their completion of an #OChemI take home exam. So I gave them a self-assessment that will be factored into their accuracy score for that exam.

A thread...👇🏻👇🏽👇🏼
Intro: I want to hear about your growth process during your completion of this exam. This reflection
should have five distinct questions answered (which should be headings throughout your
reflection). It should be a minimum of 800 words & counts as a learning journal entry 2.
(I also told them that I didn’t care about font, spacing, citation format, etc. - they need to use what is most comfortable for them.)

Questions/Headings
1. When you began this exam, did you feel prepared? Why or why not?
#Ungrading
Read 8 tweets
I see lots of posts about instructors interested in trying #ungrading, or contract-based grading. Here's some materials that showcase how I do it. (Thread)

1) Here's a syllabus that provides some context and the framework I’m operating in: drive.google.com/file/d/13lKkiB…
2) These are final portfolio templates that illustrate how I ultimately assess students at the end of term. They select most work they want me to review, with exception of the final:

*for FY Writing: docs.google.com/document/d/1Hz…

*for adv. writing courses: docs.google.com/forms/d/e/1FAI…
3) Here are examples of student portfolios from FY Writing and one from an adv. writing course that used a similar template. I'm using Google Forms now too, but I'm deciding which method is better. WPAs might find Google Forms better for research purposes: drive.google.com/drive/folders/…
Read 8 tweets
To echo others #OnHere (@Jessifer @Dr_Whomever et al) #nursing/#higherEd should critically examine unstated assumptions around the value, process & structural inequities embedded in grading, & adopt emancipatory & #ungrading approaches that actually support learning. #MsTeachWGSS
2/ Also there is practically no justification whatsoever for timed exams. It’s a major #accessibility issue that systematically advantages/disadvantages folx based on ability & disability, internet access & equipment, & other forms of privilege #MsTeachWGSS
3/ Loretta Ross presenting now - emphasizing strengths that learners bring to the classroom, co-designing syllabi, incorporating community organizing approaches into the Academy. 💜💜💜 #MsTeachWGSS
Read 15 tweets
Have any medical schools publicly weighed in on how they will evaluate pass-fail (or similar) grades from this semester? How about anything from @AAMCPreMed or @AAMCtoday?

Some thoughts based on conversations with #premed students. 🧵 chronicle.com/article/Make-A…
My students are the kind of people you’d want to have as your doctor someday. They’re smart, hard-working, critical (in the good way), and compassionate. They’re also navigating this uncertain time with the added pressure of applying to #medschool. 2/
And because they’re ambitious, they are reluctant to take a pass-fail option if it’s given to them because they don’t know how med schools will evaluate it. This pressure may be especially intense for #firstgen students who are already battling the odds to get into #medschool. 3/
Read 11 tweets
Old school: information is accessible only in academy
New school: information is accessible everywhere
#OER
Old school: learning happens only in academy, people learn what they need in academy
New school: learning happens everywhere, people must learn throughout life span
Old school: instructors know best, students obey instructor
New school: students and instructors collaborate
#ungrading
Read 11 tweets
This is going to be a thread. A long thread. I need to process out a whole bunch of things that happened today.

Topics: #science #highered #gened #nonmajors #ungrading #reflections #noexams #OpenPedagogy #OER #oep #AcademicTwitter
So context: I teach non-majors. I have done this exclusively for 12 years. For many science faculty, this is the worst thing ever - and when I started I wasn't too thrilled - but over the years I've come to embrace it and *LOVE* it.
Stus often come into my classes with high science anxiety. They either have had bad experiences with science teachers, or they think they can't learn science because they were never really taught it in a way that makes sense to them. The hardcore focus on facts drives them away
Read 19 tweets

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