Two direct quotes form the article that stood out to me:


The use of rubrics can also help remove bias from grading (Allen and Tanner, 2006) by increasing grading consistency. Perhaps most importantly, sharing grading rubrics with students can support them in identifying where their thinking has gone wrong and promote learning (Jonsson and Svingby, 2007; Reddy and Andrade, 2010).





In addition, self-evaluation of one’s own work using the instructor’s rubric can build metacognitive skills in assessing one’s own confusions and making self-corrections. Such evaluations need not take much time, and they have the potential to provide feedback that is meaningful and integrated into the learning process. In summary, both self- and peer-evaluation of work are avenues for providing meaningful feedback without formal grading on correctness that can positively influence students’ learning



best,

Rhea


Rhea Nowak
Associate Professor of Art
SUNY Oneonta
Fine Art Center
Ravine Parkway
Oneonta, NY 13820
607-436-2827
________________________________
From: Teaching Breakfast List <[log in to unmask]> on behalf of Fleisher, P. Jay
Sent: Wednesday, October 3, 2018 4:52:51 PM
To: [log in to unmask]
Subject: Re: Reminder of Teaching Breakfast tomorrow (October 4)


Interesting article, however let’s keep things in perspective.  No one advocates testing in kindergarten, yet students learn.  Now consider graduate school.  The same applies.  Note all college students learn in the same way, so it is unrealistic to evaluate all of them in the same way.  We like to think we are preparing them for performance in life – mainly life on the job.  Every job has its own means of evaluation.  Yet we feel compelled to demonstrate our evaluate by assigning a grade.  How about letting the student assign his/her own grade, then your job will be to determine if they performed at that level.  Did thy earn it?  This shifts responsibility away from grading, toward performance evaluation.  This might work for honors students in a class of 10 to12.  However, we all know 10 – 12 doesn’t satisfy FTE’s.  How are you being evaluated?

Jay Fleisher


________________________________
From: Teaching Breakfast List <[log in to unmask]> on behalf of Reynolds, Chilton
Sent: Wednesday, October 3, 2018 4:22 PM
To: [log in to unmask]
Subject: Reminder of Teaching Breakfast tomorrow (October 4)


TBers,

This is a reminder that we have a Teaching Breakfast outside of Starbucks in Hunt Union tomorrow, October 4, from 8 - 9:30am.  Bring your drink or grab something at Starbucks and come on over.  We will keep the conversation going till 9:30 so come any time in there that you can.

Here is an article that looks at the research on grading techniques and has some interesting suggestions at the end:

Teaching More by Grading Less (or Differently)<https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4041495/pdf/159.pdf>

I’m also attaching it as a PDF if you’d rather read it that way. I’d be interested to hear your methods of grading and what has/hasn’t worked for you.



I look forward to seeing you tomorrow if you can make it!



Chilton



Chilton Reynolds

Instructional Technology Support

TLTC PD Coordinator

COIL Nodal Network Coordinator

Teaching, Learning, and Technology Center (TLTC)

SUNY Oneonta, Oneonta NY 1820

Email: [log in to unmask]<mailto:[log in to unmask]>

Phone: 607-436-2673