IMPACT Live!

 View Only
  • 1.  IMPACT in Action - Small Changes for Equity in Grading

    Posted 08-21-2022 14:21:00
    What small changes have you made, or are you planning to make, in your grading policies to ensure a single missed item doesn't have too drastic an impact on a student's final grade? For example, do you drop the lowest one or two assignment grades or eliminate zeros from your grading process?

    ------------------------------
    Celeste Petersen
    Mathematics Instructor
    Clatsop CC
    Astoria OR
    ------------------------------


  • 2.  RE: IMPACT in Action - Small Changes for Equity in Grading

    Posted 08-22-2022 00:49:00
    For several years I have allowed the comprehensive final exam grade to replace the lowest midterm grade (provided the final is higher). I've done this to provide a pathway to recover from a single low midterm grade.

    ⏤ Aɳα 


    #wellnessmonth 5 Quick Tips

    Aɳα Jιɱéɳҽȥ�� (she/her)

    ���������������������� ��������������

    Mobile: 520.344.2624 | Email: ajimenez@pima.edu | Student/Office Hours: Thursdays 5:30-6:30 pm [link

    I acknowledge that I live on the traditional lands of the Tohono O'odham Nation. �� You are on Indigenous Land.






  • 3.  RE: IMPACT in Action - Small Changes for Equity in Grading

    Posted 08-22-2022 06:57:00
    I always drop 10% of non- test grades at the end of the semester.  I do not give make up exams because I use the final as a replacement. I feel like this helps students when things happen so they still have the ability to bring their grade up.  


    ------------------------------
    Vicki Todd
    Southwestern CC
    Sylva NC
    ------------------------------



  • 4.  RE: IMPACT in Action - Small Changes for Equity in Grading

    Posted 08-22-2022 10:54:00
    I have often used the final exam to replace the lowest exam, or drop one exam (in the course where there is no cumulative final).  This semester I am trying something new - they can retake the question on the exam that they have missed, still in a proctored setting, for 75% of the credit. I am trying to reduce the test anxiety and show that it is not about getting it right one time, but understanding the material.

    ------------------------------
    Lisa Feinman
    Project ACCCESS Coordinator
    CC of Baltimore County
    Catonsville MD
    ------------------------------



  • 5.  RE: IMPACT in Action - Small Changes for Equity in Grading

    Posted 08-26-2022 10:46:00
    I offer three ways to calculate a students grade.  After doing this for multiple semesters, mostly all students have a highest grade from the first method, which is my preferred choice.  The other two ways help those students that fall behind in completing work, already took the course and don't want to redo a lot of the work, or would rather focus their efforts in certain categories of the course.
    A table showing how the grades are weighted for different categories.
    Also, my classes have due dates, but not really. I am always open to extending due dates and having discussions with students about getting work completed.  I try my best not to enable those not getting work done and give everyone a fair chance to get the work completed.


    ------------------------------
    Luke Walsh
    Instructor
    Catawba Valley CC
    Hickory NC
    ------------------------------



  • 6.  RE: IMPACT in Action - Small Changes for Equity in Grading

    Posted 08-27-2022 06:54:00
    I love that you have the three different grading methods.  Even more so, I love your interactive syllabus! I would love to get directions on how to make one of those myself!

    ------------------------------
    Jennifer Ganowsky
    Coordinator of Developmental Math
    Southern Utah Univ
    Cedar City UT
    ------------------------------



  • 7.  RE: IMPACT in Action - Small Changes for Equity in Grading

    Posted 08-26-2022 13:42:00
    This semester, I moved to having grades be based on points instead of percentages. The mathematical calculation comes out to the same thing, but I think it's easier for students to understand where they are in the course at any given time (points earned out of points available thus far), whereas a weighted average can be confusing and difficult to understand. Another idea I learned from "Grading for Equity" by Joe Feldman is to use a minimum score of 50 instead of entering 0s on the 100 point scale. It acts as a safety net, where most people don't need it, but it prevents some students from getting themselves into a hole that makes recovery seem impossible.

    I also offer that the cumulative final exam (we have a required common final) can replace their lowest test/assessment score, which several others have mentioned.

    I'm planning on making the transition to proficiency grading, but it's going to take me a while to develop it and to make sure my admin is on board with me moving in that direction.

    ------------------------------
    Jennifer Ackerman
    Jefferson CTC
    Louisville KY
    ------------------------------



  • 8.  RE: IMPACT in Action - Small Changes for Equity in Grading

    Posted 08-28-2022 19:24:00
    Any student who misses an exam for any reason can take a new version during final exam week.  Students who take advantage usually do well.  Others who I suppose would not do well often don't bother trying so I can often save that version of the exam for the next semester.

    Practically, I send out a form to all students who have a missing exam to select times they are available.  I can usually get by with less than 3 hours of extra proctoring, which I use to grade other exams anyway.

    ------------------------------
    Jonathan Weisbrod
    Assistant Professor
    Rowan College at Burlington County
    Mount Laurel NJ
    ------------------------------