Allison Theobold (Cal Poly, San Luis Obispo), Ciaran Evans (Wake Forest University), Jessie Oehrlein (Fitchburg State University), Sara Stoudt (Bucknell University)
Abstract
As educators, every artifact of student learning we collect (e.g., homework, quizzes, exams), provides us with data on their learning. As educators, we hope to create (1) assignments which communicate with students about their learning, and (2) a grading system which communicates about what a student has learned by the end of a course. We have found alternative grading to foster more meaningful conversations about student learning and result in a course grade which better reflects what students have learned. However, we recognize the time, energy, and uncertainty associated with transitioning to a new grading system. In this session, we will describe four perspectives on using alternative grading in the statistics classroom. We will outline the foundational differences between various grading systems (e.g., standards, specifications, ungrading) and offer reflections based on our experiences. Throughout the session, participants will apply the ideas being discussed, ultimately making a plan for incorporating alternative grading into one assignment in a future class.