![]() ![]() Greene and other educators say that kind of assessment is critical to teaching students how to learn, particularly in their first year of college. It’s that they got substantive feedback,” recalled Jody Greene, the founding director of the innovations center. “It wasn’t just that we didn’t have grades and everybody got a pass or fail. ![]() The students’ transcripts simply indicated that they had either passed or failed a course. In recent years, world-class universities from Massachusetts Institute of Technology to Johns Hopkins University to Brown University have been experimenting with various ways to reduce the stress of the first year of college and make the grading system fairer for students who didn’t graduate from prestigious high schools. “For that reason, it’s immensely powerful.” “You’re trying to move the focus from a score to the learning,” said Robin Dunkin, who teaches biology and is the assistant faculty director at UCSC’s Center for Innovations in Teaching and Learning. One possible remedy, some educators say, is “ungrading,” a style of teaching and assessment that seeks to evaluate students in other ways besides A-F letter grades - usually just in their freshman year. And a growing body of research says the courses can be particularly discriminatory toward historically excluded groups such as Latinos and Black and Indigenous people. “They packed over 100 students into that class, and I just remember feeling: How am I supposed to learn these things? Or have my ideas considered?”ĭubbed “weedout” or “gatekeeper” classes, they can be dream-crushing for many students - especially those hoping to enter the science, technology, engineering and math (STEM) fields. “You’re like a student ID number,” said UC Santa Cruz student Sylvane Vaccarino-Ruiz, recalling his Psych 100 course. SANTA CRUZ - The first step on the road to obtaining a coveted Bachelor of Science degree can be laden with potholes: supersized classes, difficult material and rigorous grading. ![]()
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