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Assessing student understanding of course content is central to the practice of teaching, and it can take on many different forms. Also, the way grades within a course are determined can be shaped by subject matter, course activities, learning outcomes, and instructional approaches - among other things. But what are we trying to do with grades? Does grading provide feedback to help students understand and improve their deficiencies? Do grades provide reliable information about student learning? Please join us for this teaching table for a conversation with Colgate faculty members who have critically reflected on their grading practices, and have made changes in the ways they assess learning. We’ll explore reasons for possibly rethinking some traditional approaches to grading, and share a range of assessment practices that faculty have found meaningful.

Facilitators: Will Cipolli, Alison Koleszar, and Joel Sommers

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