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Plans Change - Did a reading, discussed other stuff!

Originally, we planned to discuss summative assessment informed by our reading. However, we began having a very productive conversation regarding having difficult academic conversations with our students (in particular, the pros and cons of recommending a student withdraw rather than take a failing grade). We also discussed our semesters in general, and it was a very good and needed conversation.

Initial Draft: #

We continue our series of reading and working through the MAA Instructional Practices Guide. This is part 5, in which we review pages 59-66 on the basics of assessment.

Thinking about course grades #

The text begins by contrasting a traditional grading system with one that uses portfolios. It then makes reference to non-traditional grading.

Modified Bloom’s taxonomy #

The text shares a two-dimensional variation on Bloom’s Taxonomy referring to Anderson, et.al1:

screenshot of the table reproduced in the text

  1. Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., and Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, Complete Edition. New York: Pearson. ↩︎