Is it a full draft? (e.g., Does it include memo headings and a memo body?)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\nI may<\/em> be addressing some specific issues that arose in the past with my questions 😉 You know, like that one time a student responded to the assignment for a pitch presentation on their proposed report topic with a presentation that argued Lionel Messi is the GOAT. Um, no. That is not a Complete. Nor were the Recommendation Reports that were only outlines. Yes, that was a submission, but not a Complete.<\/p>\nI feel reasonably comfortable that this kind of framing questions will address to check student work to ensure that students are on track and doing what they are supposed to. Further, I see what I’ve come up with as more rigorous than what I was doing in the past. Students have to do all of the work with attention to its expectations to do well in the course. It wasn’t really a goal to increase the rigor, but I’m happy that it has turned out that way.<\/p>\n
I’m also going with the essential idea of Inoue’s grade levels, though I am phrasing my system in terms of work completed rather than work that is missing to avoid the deficit focus. Like Inoue’s system, my tentative plan allows students to earn a B by doing everything in a way that meets basic criteria. To earn more than a B, I will follow Inoue again and provide a list of additional tasks that students can complete. Each task earns 1\/3 of a grade. For instance, if a student with a B does one task on the list, their grade will increase to a B+. This extra work for grades higher than a B also increases the rigor in the course.<\/p>\n
The table below shows the tentative contract for effort in the course. Naturally I will need to add a lot more information. In particular I need to include an explanation of what it means to earn a Complete as well as sketch out all of the tasks that are available for grades above a B. I want to adopt Inoue’s practice of allowing students at any level to improve grades by completing these extra tasks as well (2023, p. 330–331). So a student with a C+ could complete a couple of extra tasks and move up to a B. That gives students more options so that one bad week doesn’t ruin their chances.<\/p>\n
Here’s that setup so far:<\/p>\n
\n\n\n| Grade Level<\/th>\n | Effort Expectations<\/th>\n<\/tr>\n<\/thead>\n |
\n\n| A<\/td>\n | Meets all of the expectations for a B, and earns a Complete on up to three of the following (each raises your grade 1\/3 step):<\/p>\n\n- Earns a Complete on 100% of the Check-In Surveys and Weekly Activities<\/li>\n
- Substantially revises two Try-Its (?)<\/li>\n
- Writes a Midterm Assessment of your work in the course.<\/li>\n
- Substantially revise the 1st or 2nd major project<\/li>\n
- peer reviews?<\/li>\n
- what else?<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| B<\/td>\n | Earn a Complete on the following:<\/p>\n\n- Five Major Project Submissions<\/li>\n
- 95% of the Check-In Surveys<\/li>\n
- 95% of the Weekly Activities (including Try-Its & Self-Checks)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| C<\/td>\n | Earn a Complete on the following:<\/p>\n\n- Five Major Project Submissions<\/li>\n
- 85% of the Check-In Surveys<\/li>\n
- 85% of the Weekly Activities (including Try-Its & Self-Checks)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| D<\/td>\n | Earn a Complete on the following:<\/p>\n\n- Four Major Project Submissions<\/li>\n
- 75% of the Check-In Surveys<\/li>\n
- 75% of the Weekly Activities (including Try-Its & Self-Checks)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| F<\/td>\n | Earn a Complete on the following:<\/p>\n\n- Fewer than four of the Major Project Submissions<\/li>\n
- 64% or less of the Check-In Surveys<\/li>\n
- 64% or less of the Weekly Activities (including Try-Its & Self-Checks)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"
I’ve spent the day reading (and rereading) on contract grading, including all of these resources: Inoue, Asao B. (2019). Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom. The WAC Clearinghouse and University Press of Colorado. https:\/\/wac.colostate.edu\/books\/perspectives\/labor\/ Stommel, Jesse. (2017, October 26). Why I Don\u2019t Grade. Jesse Stommel. http:\/\/www.jessestommel.com\/why-i-dont-grade\/ Stommel, Jesse. (2018, […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[103,560,584],"tags":[],"class_list":["post-20235","post","type-post","status-publish","format-standard","hentry","category-professional-communications","category-technical-writing","category-ungrading"],"jetpack_featured_media_url":"","jetpack_shortlink":"https:\/\/wp.me\/pqzI8-5gn","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/posts\/20235","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/comments?post=20235"}],"version-history":[{"count":8,"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/posts\/20235\/revisions"}],"predecessor-version":[{"id":20354,"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/posts\/20235\/revisions\/20354"}],"wp:attachment":[{"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/media?parent=20235"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/categories?post=20235"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/tags?post=20235"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}} | | | | |
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