Grading for Growth: Toward More Humane, Authentic, and Trustworthy Ways to Evaluate Student Work

Speaker: Dr. Robert Talbert

Introduction

Grading as we know it is significantly broken. The traditional approach involving one-and-done assessment, points, partial credit, and averaging is demotivating for students, demoralizing for faculty, time-consuming, disconnected from science, and of questionable statistical validity. But it is changeable, and in fact there is no better time than now to explore alternatives that prioritize student growth and align better with how humans learn. In this talk, we will explore the history and issues of traditional grading, propose a framework for “alternative” grading practices, and see how to implement alternative grading without massive requirements of time or energy.

Speaker

Robert Talbert is a Professor in the Department of Mathematics at Grand Valley State University in Allendale, Michigan. He holds a Ph.D. in Mathematics from Vanderbilt University. Robert has experimented with and advocated for innovation in teaching and learning throughout his 25-year career in higher education. Primarily a classroom instructor, he also holds the position of Senior Faculty Fellow for Learning Futures through the GVSU President’s Office, in which he works to connect faculty with innovation research opportunities. He is the author of “Flipped Learning: A Guide for Higher Education Faculty” (Stylus Publications, 2017) and the co-author (with his GVSU colleague Dr. David Clark) of “Grading For Growth: A Guide to Alternative Grading Practices That Promote Authentic Learning and Student Engagement in Higher Education” (Routledge, 2023). He writes on higher education and leadership at rtalbert.org, on alternative grading practices at gradingforgrowth.com, and on balance and productivity in academia at “Intentional Academia” (intentionalacademia.substack.com).

Robert lives in western Michigan with his wife, children, and three cats. He aspires to spend more time playing bass guitar, reading books on the beach, and riding bicycles than being at a computer.

Session recording

Resources

• Slide deck
• Recording transcript
• Resources
• Sample syllabus
• TextExpander app
• Grading for Growth: A Guide to Alternative Grading Practices that Promote Authentic Learning and Student Engagement in Higher Education (access the text via University Libraries)
• Grading for Growth blog
• Contact Robert directly at: talbertr@gvsu.edu | @RobertTalbert | rtalbert.org

Research

• Anderman, E. M., & Koenka, A. C. (2017). The Relation Between Academic Motivation and Cheating. Theory Into Practice, 56(2), 95–102. https://doi.org/10.1080/00405841.2017.1308172
• Butler, R., & Nisan, M. (1986). Effects of no feedback, task-related comments, and grades on intrinsic motivation and performance. Journal of educational psychology, 78(3), 210.
• Durm, M. W. (1993). An A is not an A is not an A: A history of grading. The Educational Forum, 57, 294–297. http://www.tandfonline.com/doi/pdf/10.1080/00131729309335429
  Elliot, A. J., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519. https://psycnet.apa.org/doi/10.1037/0022-3514.80.3.501