Ungrading: Prototype III (Envisioned Large Lecture Implementation in General Chemistry I)

Jesse captured the reason to #ungrade best when he wrote this tweet recently: • Grades are not good incentive or effective feedback • Grades are not good markers of learning • Grades encourage competitiveness over collaboration • Grades pit students and teachers against each other • Grades are mechanisms of institutional control • Grades aren’t … Continue reading Ungrading: Prototype III (Envisioned Large Lecture Implementation in General Chemistry I)

Conference Representation for Full-Time Teachers

So, recently I wrote a set of tweets in a response to my friend Sherri Spelic’s call for representation of teachers in Keynotes and Plenaries. I have gotten the sense that I need to unpack these replies further, so here goes. Here's Sherri's original tweet (which says speakers but then clarifies in a second tweet … Continue reading Conference Representation for Full-Time Teachers

Statistics in Education (Part 2): When Everything You Ever Wanted Isn’t Enough

I had the most bizarre experience this past weekend. The ever awesome Ellen Yezierski (@EllenYezierski) emailed me an article she uses in her graduate level CER (Chemical Education Research) classes to peruse and discuss. The article details the "new" (i.e. 2018) APA (American Psychological Association) reporting standards that should be used for quantitative research. It … Continue reading Statistics in Education (Part 2): When Everything You Ever Wanted Isn’t Enough