David Clark discusses using alternative grading practices to foster student learning on episode 511 of the Teaching in Higher Ed podcast.

Does this represent what I really care about?

-David Clark

Most of us are used to giving feedback in some way, but making it helpful is the tough part.

-David Clark

A reassessment always needs some reflective parts, some metacognition, because that’s part of the feedback loop.

-David Clark

People aren’t going to remember everything that they’ve learned in our classes for all time.

-David Clark

As soon as there’s a grade assigned, students tend to lose the intrinsic motivation they might have to learn these things and focus entirely on that extrinsic grade aspect.

-David Clark

• Grading for Growth: A Guide to Alternative Grading Practices that Promote Authentic Learning and Student Engagement in Higher Education, by David Clark & Robert Talbert
  
• Episode 510: The Principles of Grading for Growth with Robert Talbert
  
• Four pillars described in Grading for Growth, by David Clark and Robert Talbert
  
  1. Clearly defined standards
     
  2. Helpful feedback
     
  3. Reassessment without penalty
     
  4. Marks indicate progress
     
  
  
• Test Yourself: Which Faces Were Made by AI
  
• Grading for Growth Blog