Answering questions from a talk on Grand Challenges for STEM Teaching.
If you could measure how much active learning really takes place at your university, would you? How would you do it? And what would you do with the results?
It's hard to have a feedback loop without the ability to revise and resubmit. A reprint from GradingForGrowth.com.
A podcast episode with my thoughts on "radical simplification", and two additional related thoughts.
Marks are how students interface with feedback loops. How can we make them work for us? (Repost from Grading for Growth)