Grand questions about grand challenges
Answering questions from a talk on Grand Challenges for STEM Teaching.
Higher Education
How do you measure active learning? And should you?
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?
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.
Radical simplification redux
A podcast episode with my thoughts on "radical simplification", and two additional related thoughts.
Giving marks that indicate progress
Marks are how students interface with feedback loops. How can we make them work for us? (Repost from Grading for Growth)