Grading - Robert Talbert, Ph.D.

The heart of the loop: Reattempts without penalty

It's hard to have a feedback loop without the ability to revise and resubmit. A reprint from GradingForGrowth.com.

Marks are how students interface with feedback loops. How can we make them work for us? (Repost from Grading for Growth)

I've been using ungrading in my Modern Algebra class this semester. At week 11, here's how it's been going.

This semester, I'm making the leap to an ungrading setup in my Modern Algebra class.

You've decided to switch grading systems, awesome! Now what? (Repost from Grading for Growth)

If "rigor" is a meaningless term then what should we be using? What are we really talking about?

We've seen the differences. Now what are the similarities? (Repost from Grading for Growth)

Can students in a specs grading setting do work without help? Do we care?

A classic study finds some eye-opening effects of different feedback on learning.

Ungrading is gaining traction in K12 and higher education. Here's what I learned from a recent edited volume on this concept.

Sometimes all it takes to get started with a new idea is just to start and then follow through.

What I learned, what surprised me, and what I still don't know about the Calculus class that just finished up.

Traditional final exams are so pre-pandemic. Here are some ideas for what to do instead.

In this post in a series on building my Modern Algebra course, I get into the grading system and the role of mastery grading.

Here's a rundown of how I am using specifications grading in my Fall 2018 hybrid Calculus course.