Grading is a core component of the pedagogical curriculum that graduate students must learn. At its worst, grading can seem combative or antagonistic – framed as a conflict between teachers and students. What are some steps that graduate students can take to reframe this relationship? Opening up the conversation to evaluation, broadly defined, offers one possible solution. In this workshop, we will discuss how to turn the necessary evaluation of student work into productive, teachable moments that encourage students to learn and improve. We will outline how to give effective feedback, unpack the intent behind grading policies, and discuss the ultimate meaning and purpose of grades. Lastly, we will explore ways that graduate students can build in opportunities for their students to evaluate them in turn – a strategy that emphasizes collaboration and communication in the classroom.
All graduate students are welcome. This event grows out of concerns in the History department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.