Alternative grading aspires to recalibrate how we evaluate and give feedback on students’ work to incentivize learning. While there is not yet a universally agreed-upon definition of alternative grading, this blog post proposed four pillars of alternative grading:

    • clearly defined standards
    • helpful feedback
    • marks indicate progress
    • reattempt without penalty

    Here is a quick overview of popular alternative grading systems:

     

    How to Do Alternative Grading at DKU

     

    The unique environment and structure of DKU present some challenges to the implementation of alternative grading methods:

    • Time constraints: The 7-week schedule makes it difficult to demand evidence of mastery of the same number of standards as in a 14-week course. A short semester also means less time both for students to complete and redo assignments and for instructors to provide detailed and timely feedback. Both students and instructors may have a learning curve with new grading systems, and there’s less time to adjust in a short semester.

    • Cultural background and study habits: DKU students come from different educational systems and there may be varying degrees of discomfort or resistance to non-traditional grading methods. Keeping track of one’s own progress and actively seeking help when needed also do not come naturally to all students.

     

    Consider these questions when you design your grading system:
    • How many learning objectives/standards can you realistically assess in 7 weeks?
    • How much evidence of “mastery” do you need for each standard?
    • How do you give more timely feedback?
    • How do you ensure students have time to redo and resubmit work before it all piles up?
    • How do you ensure students are informed of their progress and will take action if they fall behind?
    • How do you detect any “bugs” in your system before it is too late?
     
    Here are some suggestions to get you started:
    • Prioritize key learning objectives: Talk to the relevant major conveners, other instructors of the course, and those who teach related courses. Feedback from students who have taken the course before will also be helpful.
    • Communicate with students on an ongoing basis: Make sure students understand how the system works and why you have chosen it. Collect feedback from students throughout the course so that you can make timely adjustments as needed. Remind students how to track their standings and where to get help. Reach out to students who are struggling. Simply writing it in the syllabus or introduce it once in the first class is not enough.
    • Create a clear timetable: Embed checkpoints in the course schedule to help students keep track of where they should be and what they should have completed at various points.
    • Be flexible: Provide multiple ways for students to demonstrate mastery. Have a plan B or even C for students who get stuck.

    Last but not least: Start small and do not try to pack too much into the 7 weeks!
    Alternative Grading Examples at DKU

     

    CTL held a Teaching & Learning @ Lunch session on Alternative Grading, and here is a brief summary. (NetID required)

     

    More Examples

    Here is a blog post on doing alternative grading on short schedule including his syllabus (A 6-week Math Summer Course with Specs Grading): Doing alternative grading on a short schedule (gradingforgrowth.com)