This autoethnographic case study approaches grading as another form of classroom interaction. The narrative explores alternative approaches to evaluation and grading including the use of a risk aversion model, shifting to more formative (provide feedback) versus summative assessment (a grade), shifting the discourse to a focus on improvement, and technologies that can speed grading and assist in this transition to engaging students more fully in the educational process. Proposed is viewing assessment from a three-level perspective: meeting expectations or performance expected of an undergraduate major; exceeding expectations or performance expectations of a professional in the field; or not meeting expectations or the performance expectations of a major with significant skill/knowledge gaps or a non-major. Discussed are implications for students and teachers as well as future directions for research.
- Role: Principle Investigator
- Co-Investigator: None
- Level: Late
- Status: Manuscript under review at SSCA