Punitive punishment towards intrinsically motivated

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Joe Feldman argues that the use of traditional and inequitable grading practices sends mixed messages to our students about the role of mistakes in learning. Critique your own grading practices or critique your own experience as a student in a class with what he describes as the more equitable way. Do those traditional grading practices undermine equity in that classroom?

How can we shift our grading practices away from compliance and punitive punishment towards intrinsically motivated, equitable, and mastery-based learning? How can the use of rubrics, points (or lack thereof), and standards-based grading in your course promote more equitable grading and learning for your students? How will you integrate these concepts into the grading practices of your week-long learning map?

Reference no: EM133259374

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