Our traditional systems of grading tend to reward behavior rather than knowledge, to be demotivating, and to demand that instructors perform endless workarounds to improve student outcomes. In this webinar, the presenters introduce an approach to grading that aims to equitably assess student learning and motivate student persistence. Presenters share details on grading strategies, preliminary results, and learning from implementation. They also provide a sample alternative assessment tool.
Learners will have the option to earn a certificate of attendance or a certificate with CEUs upon completion of the webinar. To earn a certificate with CEUs, the learner must successfully pass the learning assessment with a score of 80% or higher. All learners must complete the webinar evaluation to earn credentials.
The duration of this webinar is one hour, which is equal to 0.1 Continuing Education Units (CEUs).
Dan Ray is the director of network relations for Carnegie Math Pathways and a WestEd senior research associate. In this role, Dan provides improvement science and analytics support to the Pathways’ faculty professional development structures and activities, including leading the continuous improvement of the faculty support program for new Pathways faculty.
Earle Crosswait is an academic specialist in mathematics at Saginaw Chippewa Tribal College, a small school with an average enrollment of 150 students, which has unique benefits and challenges. He earned his B.A. in mathematics from Central Michigan University in 2010, graduating Summa Cum Laude at the age of 41. He earned his M.A. in mathematics from Central Michigan University in 2013. After serving as an adjunct instructor for Mid Michigan College in Harrison and Northwood University in Midland, he joined Saginaw Chippewa Tribal College in 2015. Earle teaches developmental math using Quantway Core and introduction to statistics using Statway. His current projects revolve around developing equitable grading practices that promote persistence, reduce the impact of a teacher’s implicit bias, and provide an accurate and meaningful measurement of a student’s mastery of the course learning outcomes.
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