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| This update of David Clark and Robert Talbert’s 2021 essay on what “rigor” means (and doesn’t mean) in our grading practices provides a useful summary of the principles underlying the discussion at last Thursday’s Teaching Matters discussion on “How are We Grading Now?”
Clark and Talbert say: “Here is, ultimately, the problem: Rigor is a wildly overloaded word. It means something different to each person, and even instructors with many shared educational values are likely to have different definitions. When two or more people are gathered to talk about rigor, there too shall be ambiguity. These discussions are inevitably surrounded by unexamined assumptions, biases, and cultural baggage.” Check out their essay for a clear discussion of how alternative approaches to grading can increase the impact of our feedback practices and improve our students’ learning experiences. |