Are You Seeking Student Engagement . . . or Obedience?

Lately, my favorite days in class have been the rowdy ones. If someone asks me how my classes are going, I can say with genuine happiness, “Great! They were so rowdy today.” What I’m recalling in that moment is a picture of students completely engaged

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When Grading Is “Pointless”: A Case for Comments-Only Feedback

As educators who focus on facilitating meaningful learning and genuine reflection, we are painfully familiar with the questions students often ask that demonstrate anything but:

  • “How many points is this assignment worth?”
  • “Do you offer any extra credit?”
  • “Can you round up my grade?”
  • “What do I need
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    Ungrading in Content-Focused Courses

    When I discovered the ungrading movement a couple of years ago, I realized it fit well with an approach I’d been exploring in my writing classes—one that prioritized student labor, revision, and holistic assessment. I knew this approach had a well-established basis in theory and

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    A Case against Grades

    I used to fret quite a lot over my grade distribution. If I gave too many As, did that mean my courses lacked rigor? If too many students failed, was I a bad teacher? My thinking has shifted to a greater concern over student learning

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