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Carregando... Ungrading: Why Rating Students Undermines Learning (and What to Do Instead) (Teaching and Learning in Higher Education) (edição: 2020)de Alfie Kohn (Autor)
Informações da ObraUngrading: Why Rating Students Undermines Learning (and What to Do Instead) (Teaching and Learning in Higher Education) de Alfie Kohn
University Presses (46) Carregando...
Registre-se no LibraryThing tpara descobrir se gostará deste livro. Ainda não há conversas na Discussão sobre este livro. I've been considering ungrading for a while now. Students are fixated on their grades, and now that one of the administrators at the school I teach at has committed to forcing faculty to issue even more arbitrary grades at midterm and quarter, it makes me more committed to finding another way. This book is light on the "how," especially for physical sciences with lab components (no, the one essay about chemistry was not helpful), but definitely got me thinking. I'm not sure how or when or if I will ever implement ungrading, or even contract grading, but I'm definitely considering it, and this book was a good starting off point. sem resenhas | adicionar uma resenha
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"The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K-12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative"-- Não foram encontradas descrições de bibliotecas. |
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Google Books — Carregando... GênerosClassificação decimal de Dewey (CDD)371.272Social sciences Education Teachers, Methods, and Discipline School organization; School records Examinations: oral; written; CrammingClassificação da Biblioteca do Congresso dos E.U.A. (LCC)AvaliaçãoMédia:
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Because all the contributors grounded their ungrading on the same research, the foundations section gets repetitive pretty quickly as they all rehash the same ideas. If you're new to this, this might be helpful.
The practices section is where the contributors explain how they actually introduced and implemented their ungrading. Some contributors are in K12, other in higher education. The bulk of the contributions are from people in English or the humanities, although there are a few contributions from STEM and computer science but they are not the majority. Nothing from the social sciences, as far as I can tell.
The reflection section is more navel-gazing-ish that I like (I don't care that one contributor really, really loves her students). A vey useful contribution is by the editor Susan Blum, acknowledging the limitations of both the book and ungrading in general.
This book intrigued me, made me roll my eyes, go "oh come on!", and wonder how all these contributors found the time to ungrade (one contribution explains it: an upper level seminar with 15 students).
If you are like me and you teach a 5/5 load in the social sciences at a community college, there is not much for you there. In addition, the editor acknowledges that ungrading does not improve efficiency and increases the work load. So how did people really do it and how sustainable is it?
And yet, the topic is compelling. ( )