In Grading Justice, new and seasoned teachers are invited to explore socially-just approaches of assessment, including practices aimed at resisting and undoing grading and assessment altogether, to create more democratic grading policies and practices, foregrounding the transformative potential of communication within college courses.
In Grading Justice, new and seasoned teachers are invited to explore socially-just approaches of assessment, including practices aimed at resisting and undoing grading and assessment altogether, to create more democratic grading policies and practices, foregrounding the transformative potential of communication within college courses.
Kristen C. Blinne is associate professor of communication studies at the State University of New York College at Oneonta.
Inhaltsangabe
Table of Contents Acknowledgments Introduction: Grieving (Un)Grading (In)Justices Kristen C. Blinne 1- Rhetoric of Grades: Evaluating Student Work and Its Consequences David Deifell 2- Mobilizing a Critical Universal Design for Learning Framework for Justice Minded Course Design and Assessment Mark Congdon Jr. and Allison D. Brenneise 3- Honoring Viviencias: A Borderlands Approach to Higher Education Pedagogy Justice Leandra H. Hernandez and Sarah De Los Santos Upton 4- Walking the Tightrope: Navigating the Tensions of Teaching and Grading Communication Content Inside and Outside the Discipline Juliane Mora 5- Student-Activist Mentor Letters as a Form of Social Movement-Building in Communication Activism Pedagogy David L. Palmer 6- Love Letters Gone Wrong: Complicating the Romantic Ideal of Democratic Processes in the College Classroom Londie T. Martin and Kristen A. McIntyre 7- Are We Just Grading or Grading Justly?: Adventures with Non-Traditional Assessment Kristen C. Blinne 8- "Ungrading" Communication: Awareness Pedagogy as Activist Assessment Kristen C. Blinne 9- Resisting the Detrimental Effects of Grade Inflation on University Faculty and Students through Critical Communication Pedagogy David H. Kahl Jr. 10- Rate My Performance, or Just Sing Along: A Critical Look at Student Evaluations of Teaching Summer Cunningham 11- The Seven Lesson Faculty Member: Outlining Assessment's Harm to Faculty C. Kyle Rudick About the Contributors
Table of Contents Acknowledgments Introduction: Grieving (Un)Grading (In)Justices Kristen C. Blinne 1- Rhetoric of Grades: Evaluating Student Work and Its Consequences David Deifell 2- Mobilizing a Critical Universal Design for Learning Framework for Justice Minded Course Design and Assessment Mark Congdon Jr. and Allison D. Brenneise 3- Honoring Viviencias: A Borderlands Approach to Higher Education Pedagogy Justice Leandra H. Hernandez and Sarah De Los Santos Upton 4- Walking the Tightrope: Navigating the Tensions of Teaching and Grading Communication Content Inside and Outside the Discipline Juliane Mora 5- Student-Activist Mentor Letters as a Form of Social Movement-Building in Communication Activism Pedagogy David L. Palmer 6- Love Letters Gone Wrong: Complicating the Romantic Ideal of Democratic Processes in the College Classroom Londie T. Martin and Kristen A. McIntyre 7- Are We Just Grading or Grading Justly?: Adventures with Non-Traditional Assessment Kristen C. Blinne 8- "Ungrading" Communication: Awareness Pedagogy as Activist Assessment Kristen C. Blinne 9- Resisting the Detrimental Effects of Grade Inflation on University Faculty and Students through Critical Communication Pedagogy David H. Kahl Jr. 10- Rate My Performance, or Just Sing Along: A Critical Look at Student Evaluations of Teaching Summer Cunningham 11- The Seven Lesson Faculty Member: Outlining Assessment's Harm to Faculty C. Kyle Rudick About the Contributors
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