Preparing College Faculty for Equitable Assessment
A Guide for Un-grading Professional Development
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Beschreibung
Kevin Dover is Assistant Professor of Technical Communication at Minnesota State University, Mankato, USA. He is an educator and scholar in technical communication. His interests include Black Theory, Capability Approach, and anti-oppressive pedagogy, among other topics. Dover's teaching is predicated on Hao’s “critical compassionate pedagogy,” which is active, dialogical, and student-centered.
Elizabeth Harsma is Program Director for Technology Integrated Learning at Minnesota State Colleges and Universities system, USA. She is an educational developer that creates, coordinates, and facilitates opportunities to help faculty teach effective and equitable courses with technology. Harsma's interests include teacher self-efficacy, instructional design, and anti-racist faculty development.
Kelly Moreland is Associate Professor of Rhetoric and Composition at Minnesota State University, Mankato, USA. She is a writing instructor, a teacher of teachers, and a scholar. Moreland's research interests live at the intersection(s) of writing program administration, embodied rhetorics, and feminist research and pedagogy.
This book explores faculty professional development on equitable assessment practices in college classrooms. Grounded in longitudinal, autoethnographic case studies from professors implementing un-grading in their own varied classrooms, this book prepares those who lead faculty development to facilitate content, workshops, and conversations related to un-grading. The authors developed a professional development certificate on un-grading as a way to introduce faculty across disciplines to alternative assessment methods through an equity lens. The certificate introduces un-grading incrementally, so faculty can make small, medium, or large changes to their assessments based on their needs. Readers will be introduced to the concept of un-grading, un-grading frameworks, various un-grading methods including mastery-based, labor-based contracts, and laissez faire grading, critiques and challenges of un-grading, plus curriculum and actionable strategies for implementing un-grading professional development for faculty.
This book explores faculty professional development on equitable assessment practices in college classrooms. Grounded in longitudinal, autoethnographic case studies from professors implementing un-grading in their own varied classrooms, this book prepares those who lead faculty development to facilitate content, workshops, and conversations related to un-grading. The authors developed a professional development certificate on un-grading as a way to introduce faculty across disciplines to alternative assessment methods through an equity lens. The certificate introduces un-grading incrementally, so faculty can make small, medium, or large changes to their assessments based on their needs. Readers will be introduced to the concept of un-grading, un-grading frameworks, various un-grading methods including mastery-based, labor-based contracts, and laissez faire grading, critiques and challenges of un-grading, plus curriculum and actionable strategies for implementing un-grading professional development for faculty.
Draws on findings from two longitudinal, autoethnographic case studies in college classrooms Introduces faculty across disciplines to alternative assessment methods through an equity lens Explains various techniques including labor-based grading contracts, specifications grading, and mastery grading
Autor*in
Kevin Dover
Themen in »Preparing College Faculty for Equitable Assessment«
assessment un-grading autoethnography professional development equity