000			03495cam a2200421 i 4500
001			on1200197206
003			OCoLC
005			20240726105148.0
008			201014t20202020wvua ob 001 0 eng d
040			_aYDX _beng _erda _epn _cYDX _dP@U _dOCLCO _dORE _dEBLCP _dOCLCF _dUKAHL _dVTU _dIBI _dNT
020			_a9781949199833 _q((electronic)l(electronic)ctronic)
043			_an-us---
050	0	4	_aLB3060 _b.U547 2020
049			_aMAIN
245	1	0	_aUngrading : _bwhy rating students undermines learning (and what to do instead) / _cedited by Susan D. Blum ; with a foreword by Alfie Kohn
250			_aFirst edition.ition
260			_aMorgantown : _bWest Virginia University Press, _c(c)2020.
300			_a1 online resource (xxiv, 245 pages) : _billustrations
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
490	1		_aTeaching and learning in higher education
504			_a1 and index
505	0	0	_tIntroduction: Why ungrade? Why grade? / _rSusan D. Blum -- _tHow to ungrade / _rJesse Stommel -- _tWhat going gradeless taught me about doing the "actual work" / _rAaron Blackwelder -- _tJust one change (just kidding) : ungrading and its necessary accompaniments / _rSusan D. Blum -- _tShifting the grading mindset / _rStarr Sackstein -- _tGrades stifle student learning. Can we learn to teach without grades? / _rArthur Chiaravalli -- _tLet's talk about grading / _rLaura Gibbs -- _tContract grading and peer review / _rChristina Katopodis and Cathy N. Davidson -- _tCritique-driven learning and assessment / _rChristopher Riesbeck -- _tA STEM ungrading case study : a reflection on first-time implementation in organic chemistry II / _rClarissa Sorensen-Unruh -- _tThe point-less classroom : a math teacher's ironic choice in not calculating grades / _rGary Chu -- _tGrade anarchy in the philosophy classroom / _rMarcus Schultz-Bergin -- _tConference musings and the G-word / _rJoy Kirr -- _tWile E. Coyote, the hero of ungrading / _rJohn Warner -- _tConclusion: Not simple but essential / _rSusan D. Blum
520	0		_a"The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K-12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative" _cProvided by publisher
530			_a2 _ub
650		0	_aStudents _xRating of _zUnited States.
650		0	_aGrading and marking (Students) _zUnited States.
655		1	_aElectronic Books.
700	1		_aBlum, Susan Debra, _e5
700	1		_aKohn, Alfie, _ewriter of foreword.
700	1		_aSaffel, Than, _ebook designer.
856	4	0	_uhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=2600879&site=eds-live&custid=s3260518 _zClick to access digital title | log in using your CIU ID number and my.ciu.edu password
942			_cOB _D _eEB _hLB. _m2020 _QOL _R _x _8NFIC _2LOC
994			_a92 _bNT
999			_c91086 _d91086
902			_a1 _bCynthia Snell _c1 _dCynthia Snell