Unmarking/Assessment

Liberate Learning: How to Untangle the Web of Feedback and Grading

Stephanie Didsbury's picture
Submitted by Stephanie Didsbury on April 14, 2021 - 3:51pm

Marking and grading habits can—through the best of intentions—become a web of entanglements that eat up our time, constrict our creativity, and even inhibit student learning. To extricate ourselves, it helps to sort out the individual threads of assessment, feedback, and evaluation, in order to unravel the impenetrable knot they can form over time. The “Liberate Learning” project is designed to support this process.

Welcome to the Un-Marking Movement; or, How to Find Joy by “De-complicating” Grades and Feedback

Stephanie Didsbury's picture
Submitted by Stephanie Didsbury on December 15, 2020 - 3:33pm

jWe care deeply about our students—that’s why we teach. But caring a lot can also lead us to adopt practices (usually by accident) that are counter-productive, non-sustainable and even joyless: i.e. those end-of-semester marking marathons that extend into the holidays.

If pleasure-less practices are the unintentional result of our caring, we have to begin asking: Where did the fun go, and what can we do to get it back!!?

Welcome to the Un-Marking Movement; or, How to Find Joy by “De-complicating” Grades and Feedback

Stephanie Didsbury's picture
Submitted by Stephanie Didsbury on December 15, 2020 - 3:17pm

We care deeply about our students—that’s why we teach. But caring a lot can also lead us to adopt practices (usually by accident) that are counter-productive, non-sustainable and even joyless: i.e. those end-of-semester marking marathons that extend into the holidays.

If pleasure-less practices are the unintentional result of our caring, we have to begin asking: Where did the fun go, and what can we do to get it back!!?

Marking and Grading for Online Learning: A studio for VIU Faculty

Stephanie Didsbury's picture
Submitted by Stephanie Didsbury on October 1, 2020 - 2:01pm

How much work do you require students to do? How much grading and marking does that leave YOU to do? This event asks participants to look at assessment practices by VIU faculty participants, and collaborate in finding ways to improve or tweak for greater efficiency and effectiveness. A “studio” is a small group discussion, hosted by CIEL, in which faculty bring their own cases to share and co-analyze. Come with a question, an issue, or a problem. We’ll put it before the group and generate as many ideas as we can.

The UnMarking Studio: Balancing Student Needs with Faculty Realities

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Submitted by Stephanie Didsbury on January 31, 2019 - 11:51am

How much marking is optimal? How many assignments are best for student learning? Could we mark and grade less yet still be respectable? Or more surprising yet: Could less marking and fewer grades be causally related to more student learning? These are just a few of the inquiries you are invited to explore with your VIU colleagues in a “studio” format.

The UnMarking Studio: Balancing Student Needs with Faculty Realities

Stephanie Didsbury's picture
Submitted by Stephanie Didsbury on December 19, 2018 - 4:03pm

How much marking is optimal? How many assignments are best for student learning? Could we mark and grade less yet still be respectable? Or more surprising yet: Could less marking and fewer grades be causally related to more student learning? These are just a few of the inquiries you are invited to explore with your VIU colleagues in a “studio” format.

The UnMarking Studio: Balancing Student Needs with Faculty Realities

Stephanie Didsbury's picture
Submitted by Stephanie Didsbury on December 19, 2018 - 2:24pm

How much marking is optimal? How many assignments are best for student learning? Could we mark and grade less yet still be respectable? Or more surprising yet: Could less marking and fewer grades be causally related to more student learning? These are just a few of the inquiries you are invited to explore with your VIU colleagues in a “studio” format.

The UnMarking Studio: Balancing Student Needs with Faculty Realities

Stephanie Didsbury's picture
Submitted by Stephanie Didsbury on December 17, 2018 - 9:50am

 

How much marking is optimal? How many assignments are best for student learning? Could we mark and grade less yet still be respectable? Or more surprising yet: Could less marking and fewer grades be causally related to more student learning? These are just a few of the inquiries you are invited to explore with your VIU colleagues in a “studio” format.