Cantitate/Preț
Produs
Total produse
Vezi coșul
Ungrading: Why Rating Students Undermines Learning (and What to Do Instead) de Susan D. Blum

Ungrading: Why Rating Students Undermines Learning (and What to Do Instead): Teaching and Learning in Higher Education

Editat de Susan D. Blum Cuvânt înainte de Alfie Kohn
en Limba Engleză Paperback – dec 2020
The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K–12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.
CONTRIBUTORS:
Aaron Blackwelder
Susan D. Blum
Arthur Chiaravalli
Gary Chu
Cathy N. Davidson
Laura Gibbs
Christina Katopodis
Joy Kirr
Alfie Kohn
Christopher Riesbeck
Starr Sackstein
Marcus Schultz-Bergin
Clarissa Sorensen-Unruh
Jesse Stommel
John Warner
Citește tot Restrânge

Toate formatele și edițiile

Toate formatele și edițiile Preț Express
Paperback (1) 17395 lei  3-5 săpt.
  West Virginia University Press – dec 2020 17395 lei  3-5 săpt.
Hardback (1) 57540 lei  6-8 săpt.
  West Virginia University Press – 30 noi 2020 57540 lei  6-8 săpt.

Din seria Teaching and Learning in Higher Education

  • The Spark of Learning: Energizing the College Classroom with the Science of Emotion
    Preț: 14566 lei
  • Radical Hope: A Teaching Manifesto
    Preț: 10301 lei
  • Remembering and Forgetting in the Age of Technology: Teaching, Learning, and the Science of Memory in a Wired World
    Preț: 23999 lei
  • Developing Student Capability Through Modular Courses
    Preț: 22683 lei
  • Assess Your Own Teaching Quality
    Preț: 23772 lei
  • Assessing Learners in Higher Education
    Preț: 17453 lei
  • Teaching the Literature Survey Course: New Strategies for College Faculty
    Preț: 18423 lei
  • Teaching for Learning at University
    Preț: 47453 lei
  • Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education
    Preț: 17495 lei
  • How Humans Learn: The Science and Stories behind Effective College Teaching
    Preț: 21513 lei
  • 14% Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds Who Want to Be Effective Teachers
    Preț: 14541 lei
  • Teaching about Race and Racism in the College Classroom: Notes from a White Professor
    Preț: 15507 lei
  • Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching
    Preț: 15641 lei
  • Minding Bodies: How Physical Space, Sensation, and Movement Affect Learning
    Preț: 15641 lei
  • Skim, Dive, Surface: Teaching Digital Reading
    Preț: 16224 lei
  • Teaching Matters: A Guide for Graduate Students
    Preț: 21456 lei
  • Inclusive Teaching: Strategies for Promoting Equity in the College Classroom
    Preț: 21485 lei
  • Picture a Professor: Interrupting Biases about Faculty and Increasing Student Learning
    Preț: 20843 lei
  • Improving Learning and Mental Health in the College Classroom
    Preț: 21307 lei
  • Practical Pointers for University Teachers
    Preț: 22767 lei

Preț: 17395 lei

Nou

Puncte Express: 261
Preț estimativ în valută:
3330€ • 3491$ • 2751£

Carte disponibilă

Livrare economică 08-22 ianuarie 25

 Adaugă în coș

Wish list
Gift list
Am citit!
Adaugă în listă
Preluare comenzi: 021 569.72.76

Specificații

ISBN-13: 9781949199826
ISBN-10: 1949199827
Pagini: 274
Ilustrații: 12 B&W images, 6 tables
Dimensiuni: 140 x 216 x 20 mm
Greutate: 0.39 kg
Ediția:1st Edition
Editura: West Virginia University Press
Colecția West Virginia University Press
Seria Teaching and Learning in Higher Education

Recenzii

“I love this book. It undermines the mythology around grading, helping us understand that (a) grading is a construction, and a relatively recent one at that, and (b) we’d be better off without it—as would our students.”
Paul Hanstedt, author of Creating Wicked Students: Designing Courses for a Complex World
“Nuanced and well balanced.”
​​​​​​​Choice Reviews

Notă biografică

Susan D. Blum is professor of anthropology at the University of Notre Dame. Her work on education builds on her academic specialties of linguistic, psychological, cultural, and educational anthropology. She is the author of My Word! Plagiarism and College Culture and “I Love Learning; I Hate School”: An Anthropology of College, among other works.

Cuprins

Foreword
Alfie Kohn
Introduction: Why Ungrade? Why Grade?
Susan D. Blum
Part I: Foundations and Models
1. How to Ungrade
Jesse Stommel
2. What Going Gradeless Taught Me about Doing the “Actual Work”
Aaron Blackwelder
3. Just One Change (Just Kidding): Ungrading and Its Necessary Accompaniments
Susan D. Blum
4. Shifting the Grading Mindset
Starr Sackstein
5. Grades Stifle Student Learning. Can We Learn to Teach without Grades?
Arthur Chiaravalli
Part II: Practices
6. Let’s Talk about Grading
Laura Gibbs
7. Contract Grading and Peer Review
Christina Katopodis and Cathy N. Davidson
8. Critique-Driven Learning and Assessment
Christopher Riesbeck
9. A STEM Ungrading Case Study: A Reflection on First-Time Implementation in Organic Chemistry II
Clarissa Sorensen-Unruh
10. The Point-less Classroom: A Math Teacher’s Ironic Choice in Not Calculating Grades
Gary Chu
Part III: Reflections
11. Grade Anarchy in the Philosophy Classroom
Marcus Schultz-Bergin
12. Conference Musings and The G Word
Joy Kirr
13. Wile E. Coyote, the Hero of Ungrading
John Warner
Conclusion: Not Simple but Essential
Susan D. Blum
Acknowledgments
Contributors
Index

Textul de pe ultima copertă

The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K–12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.
CONTRIBUTORS:
Aaron Blackwelder
Susan D. Blum
Arthur Chiaravalli
Gary Chu
Cathy N. Davidson
Laura Gibbs
Christina Katopodis
Joy Kirr
Alfie Kohn
Christopher Riesbeck
Starr Sackstein
Marcus Schultz-Bergin
Clarissa Sorensen-Unruh
Jesse Stommel
John Warner