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This Padlet will no longer accept posts after Friday, February 9, 2024.

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Jan. 31 In-Session Feedback Survey response:

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Jan. 31 In-Session Feedback Survey response:

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I would love to see a full multi-series presentation about Canvas...new and improved, expert tips, etc.  Something we can take away and implement.

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Jan. 31 In-Session Feedback Survey response:

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Jan. 31 In-Session Feedback Survey response:

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There is a lot in Canvas that I don't know and maybe I would like to learn about. I have taken the Canvas courses, but maybe something beyond those, more specific, like what Bea was doing at the end

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Jan. 31 In-Session Feedback Survey response:

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Jan. 31 In-Session Feedback Survey response:

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Learning more about how to better use Canvas to make learning easier for students.

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Jan. 31 In-Session Feedback Survey response:

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Jan. 31 In-Session Feedback Survey response:

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Canvas, it was great

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Jan. 31 In-Session Feedback Survey response:

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Jan. 31 In-Session Feedback Survey response:

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Examples in Canvas! Helped to give me ideas

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Jan. 31 In-Session Feedback Survey response:

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Jan. 31 In-Session Feedback Survey response:

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the breakout room was very helpful

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Jan. 31 In-Session Feedback Survey response:

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Jan. 31 In-Session Feedback Survey response:

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Handout is great, and video feedback option for assignment grading. Thanks!

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Jan. 31 In-Session Feedback Survey response:

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Jan. 31 In-Session Feedback Survey response:

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How to do alternative grading on Canvas. Very practical.

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Jan. 31 In-Session Feedback Survey response:

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Jan. 31 In-Session Feedback Survey response:

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Canvas tools to support alternative assessements.

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Jan. 29 In-Session Feedback Survey response:

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Jan. 29 In-Session Feedback Survey response:

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AI also and how we can harness and bring to the classroom, or not!

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Jan. 29 In-Session Feedback Survey response:

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Jan. 29 In-Session Feedback Survey response:

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Even more concrete examples of assignments would always be great.

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Jan. 29 In-Session Feedback Survey response:

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Jan. 29 In-Session Feedback Survey response:

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I would have liked more time

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Jan. 29 In-Session Feedback Survey response:

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Jan. 29 In-Session Feedback Survey response:

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I will like to learn more about guiding students through using GAI for improving writing style/quality—how can students use this to develop their own writing abilities while maintaining ethics around attribution and not simply having GAI to write for them?

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Jan. 29 In-Session Feedback Survey response:

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Jan. 29 In-Session Feedback Survey response:

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Familiarizing myself with the different GAI tools (ChatGPT, Claude, etc).

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Jan. 29 In-Session Feedback Survey response:

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Jan. 29 In-Session Feedback Survey response:

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Other course experiences using GAI tools.

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Jan. 29 In-Session Feedback Survey response:

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Jan. 29 In-Session Feedback Survey response:

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AI application

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Jan. 29 In-Session Feedback Survey response:

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Jan. 29 In-Session Feedback Survey response:

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Examples!

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Jan. 29 In-Session Feedback Survey response:

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Jan. 29 In-Session Feedback Survey response:

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It mostly confirmed things I had been thinking. The concrete History example was good.

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Jan. 29 In-Session Feedback Survey response:

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Jan. 29 In-Session Feedback Survey response:

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The real examples. I need to learn about how to use AI tools.
The first part was very useful too

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Jan. 29 In-Session Feedback Survey response:

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Jan. 29 In-Session Feedback Survey response:

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This was a great session. I especially liked the concrete examples and ideas that were provided for developing assignments. Thank you so much!

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Jan. 29 In-Session Feedback Survey response:

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Jan. 29 In-Session Feedback Survey response:

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All the resources shared are great.

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Jan. 29 In-Session Feedback Survey response:

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Jan. 29 In-Session Feedback Survey response:

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The Task examples were so concrete and useful to engage with on a sometimes scray topic. I will definitely try some of the things I learned today!

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Jan. 29 In-Session Feedback Survey response:

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Jan. 29 In-Session Feedback Survey response:

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Challenging us to think of an assignment using GAI in our own course.  Introducing us to how to use GAI.

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Jan. 25 In-Session Feedback Survey response:

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Jan. 25 In-Session Feedback Survey response:

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Successful ways to tailor the VALUE rubrics based on student feedback.

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Jan. 25 In-Session Feedback Survey response:

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Jan. 25 In-Session Feedback Survey response:

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I’d like to refine my plan for co-creating a rubric with the consultant. Thank you!

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Jan. 25 In-Session Feedback Survey response:

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Jan. 25 In-Session Feedback Survey response:

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How to frame this at the beginning of the course or integrating this philosophy into the syllabus and course intro.

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Jan. 25 In-Session Feedback Survey response:

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Jan. 25 In-Session Feedback Survey response:

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How to efficiently co-create rubrics with students.

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Jan. 25 In-Session Feedback Survey response:

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Jan. 25 In-Session Feedback Survey response:

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I valued the breakdown of different levels of co-creation and examples of how to start small and gradually develop this.

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Jan. 25 In-Session Feedback Survey response:

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Jan. 25 In-Session Feedback Survey response:

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The 15 minutes of individual work time was priceless! Especially after presenting the 3 models of co-creation.

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Jan. 25 In-Session Feedback Survey response:

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Jan. 25 In-Session Feedback Survey response:

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The reflection exercise on co-creating rubric for a course assignment.

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Jan. 25 In-Session Feedback Survey response:

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Jan. 25 In-Session Feedback Survey response:

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What aspects of the rubric could students provide valuable input.

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Jan. 22 In-Session Feedback Survey response:

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Jan. 22 In-Session Feedback Survey response:

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The emphasis on formative assessment as opposed to summative "grading" was helpful, especially the engagement and growth part. Also the timing of how these types of feedback were introduced to the student (lots of formative assessment before any summative "grading") was very helpful.

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Asynchronous Recording | Socio-Emotional Wellness (student panel)

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Asynchronous Recording | Socio-Emotional Wellness (student panel)

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I'm very curious to read CTECs of classes that used alternative grading. Do students see how they learn more with this model? Or do they still yearn for traditional grading?

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Jan. 22 In-Session Feedback Survey response:

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Jan. 22 In-Session Feedback Survey response:

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the TIME to do all of this

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Jan. 22 In-Session Feedback Survey response:

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Jan. 22 In-Session Feedback Survey response:

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I am not sure

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Jan. 22 In-Session Feedback Survey response:

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Jan. 22 In-Session Feedback Survey response:

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Different kinds of classes (not only writing classes which seem the ideal place to implement this).

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Jan. 22 In-Session Feedback Survey response:

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Jan. 22 In-Session Feedback Survey response:

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More information on how to develop students’ skills at providing peer-feedback.

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Jan. 22 In-Session Feedback Survey response:

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Jan. 22 In-Session Feedback Survey response:

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I would like more case studies, esp., how these models can be implemented for various subjects and course structures.

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Jan. 22 In-Session Feedback Survey response:

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Jan. 22 In-Session Feedback Survey response:

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more information on how to provide feedback on more math based classes and  assignments.

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Jan. 22 In-Session Feedback Survey response:

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Jan. 22 In-Session Feedback Survey response:

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How to integrate these strategies in larger courses/lectures

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Jan. 22 In-Session Feedback Survey response:

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Jan. 22 In-Session Feedback Survey response:

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I like the reminder of definitions of formative and summatiev feedback

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Jan. 22 In-Session Feedback Survey response:

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Jan. 22 In-Session Feedback Survey response:

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their own experience

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Jan. 22 In-Session Feedback Survey response:

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Jan. 22 In-Session Feedback Survey response:

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The presentation and the Q&A

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Jan. 22 In-Session Feedback Survey response:

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Jan. 22 In-Session Feedback Survey response:

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The Q&A was super helpful—however I wish we had more time for the participants to chat (break out rooms). This might have generated more questions at the end.

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Jan. 22 In-Session Feedback Survey response:

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Jan. 22 In-Session Feedback Survey response:

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The handouts provided good models to think about and work with.

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Jan. 22 In-Session Feedback Survey response:

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Jan. 22 In-Session Feedback Survey response:

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great hearing different perspectives and examples

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Jan. 22 In-Session Feedback Survey response:

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Jan. 22 In-Session Feedback Survey response:

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Practical methods for peer feedback and student conferences

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Jan. 22 In-Session Feedback Survey response:

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Jan. 22 In-Session Feedback Survey response:

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The pannel discussion was very helpful. I always appreciate hearing about how concepts are applied in practice.

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Asynchronous Recording | Socio-Emotional Wellness (student panel)

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Asynchronous Recording | Socio-Emotional Wellness (student panel)

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The student panel was really great. To hear directly from students just how demotivating traditional grading is to taking risks and learning for the knowledge not the grade is very motivating for me as I move towards alternative grading.

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Curious how the undergraduate student comments/sentiments generalize to the graduate/professional student space.

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Really glad this was included, it was great to get the student perspective. I did notice that all the students talked about a culture of assuming STEM classes are "harder" than humanities classes. As an instructor in humanities, I want to move to an ungrading model, but without further entrenching a culture where our classes are seen as easy!

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Loved the back and forth between presentations and break-out groups. Made me feel like we're not taking big scary steps all on our own but in community and with experts on our side. Made an appointment for a consultation already!

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I was excited to learn about what these alternative grading schemes can look like. For me a next practical step would be "what would this look like on my course Canvas grading page." Or do I do away with that altogether?

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Jan. 18 In-Session Feedback Survey response:

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Jan. 18 In-Session Feedback Survey response:

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Would have liked to have about 20 mins per idea/topic/strategy, then break up to discuss.

Thanks!

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Jan. 18 In-Session Feedback Survey response:

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Jan. 18 In-Session Feedback Survey response:

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It would be great to have additional examples of applications (in addition to the case studies provided - could be less in-depth if needed)

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Jan. 18 In-Session Feedback Survey response:

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Jan. 18 In-Session Feedback Survey response:

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What does the administration think of this?  Do they care if everyone gets an A?

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Jan. 18 In-Session Feedback Survey response:

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Jan. 18 In-Session Feedback Survey response:

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Since I am taking the RAP as a graduate student who will be TAing, a few of the areas weemed to only apply to those "in charge" of the class and making those decisions, so I would love to learn even more about some other things that aren't strictly dependent on restructuring the clas, and more about the 1:1 with students.

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Jan. 18 In-Session Feedback Survey response:

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Jan. 18 In-Session Feedback Survey response:

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I’d like to hear more about how to avoid demoralizing students! I always wish we could do complete/incomplete or pass/fail instead of letter grades. Too often students see a B as an F! How do we avoid grade inflation?

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Jan. 18 In-Session Feedback Survey response:

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Jan. 18 In-Session Feedback Survey response:

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I don´t know

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Jan. 18 In-Session Feedback Survey response:

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Jan. 18 In-Session Feedback Survey response:

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More concrete examples/case studies of alternative grading

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Jan. 18 In-Session Feedback Survey response:

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Jan. 18 In-Session Feedback Survey response:

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Would like to be grouped with people (at least one) who have similar classes sizes (over 50) and in STEM courses

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Jan. 18 In-Session Feedback Survey response:

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Jan. 18 In-Session Feedback Survey response:

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I’d like to be able to get hands-on and tinker with my syllabi along the models presented.

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Jan. 18 In-Session Feedback Survey response:

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Jan. 18 In-Session Feedback Survey response:

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Much more about ungrading

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Jan. 18 In-Session Feedback Survey response:

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Jan. 18 In-Session Feedback Survey response:

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Discussion about managing institutional demands and criteria and how it shapes student expectations regarding grades (e.g. inflation) and CTEC

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Jan. 18 In-Session Feedback Survey response:

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Jan. 18 In-Session Feedback Survey response:

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Just the right amount of new content for me.

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Jan. 18 In-Session Feedback Survey response:

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Jan. 18 In-Session Feedback Survey response:

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Different approaches and discussion

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Jan. 18 In-Session Feedback Survey response:

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Jan. 18 In-Session Feedback Survey response:

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I loved learning some concrete information about the three types of assessment!

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Jan. 18 In-Session Feedback Survey response:

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Jan. 18 In-Session Feedback Survey response:

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I liked the diagram that placed new assessment ideas on the agency/standards/labor axes

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Jan. 18 In-Session Feedback Survey response:

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Jan. 18 In-Session Feedback Survey response:

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The breakout rooms, since it was interesting to hear different perspectives from different types of experiences.

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Jan. 18 In-Session Feedback Survey response:

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Jan. 18 In-Session Feedback Survey response:

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I liked the breakouts — wonderful to hear from other teachers throughout the university and to hear what they’re doing/trying.

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Jan. 18 In-Session Feedback Survey response:

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Jan. 18 In-Session Feedback Survey response:

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Presentations and breakout rooms. It was great. Thank you!

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Jan. 18 In-Session Feedback Survey response:

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Jan. 18 In-Session Feedback Survey response:

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Hearing how others have you used portions of these ideas in their classes

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Jan. 18 In-Session Feedback Survey response:

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Jan. 18 In-Session Feedback Survey response:

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Learning about different alternate assessment models, and being empowered to implement them.

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Jan. 18 In-Session Feedback Survey response:

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Jan. 18 In-Session Feedback Survey response:

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The discussion of ungrading.

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Jan. 18 In-Session Feedback Survey response:

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Jan. 18 In-Session Feedback Survey response:

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The breakout rooms and visual plotting of grading strategies.

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Jan. 18 In-Session Feedback Survey response:

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Jan. 18 In-Session Feedback Survey response:

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These principles could pertain to parts of a course evaluation strategy.  It turns out many of the ideas have been unwittingly already incorporated.

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Please share your thoughts and feelings.

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Please share your thoughts and feelings.

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If you have a Padlet account and would like to remain anonymous, please log out of Padlet before posting. If you have a concern that requires immediate attention, please contact practicum@northwestern.edu.

Note: Responses from anonymous In-Session Feedback Surveys during Synchronous Live Sessions will be transferred to this Padlet.

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Please specify which Asynchronous Recording or Synchronous Live Session in your post, when relevant:

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Please specify which Asynchronous Recording or Synchronous Live Session in your post, when relevant:

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Asynchronous Recording | Why and how does equity matter in assessment? (Colleague Panel)

Synchronous Live Session | When and where might we implement alternative grading strategies? (Thursday, Jan. 18)

Asynchronous Recording | Socio-Emotional Wellness (Student Panel)

Synchronous Live Session | What types of feedback can we use to assess and promote learning? (Monday, Jan. 22)

Synchronous Live Session | Co-Created Rubrics: Prioritizing Transparency, Equity, and Relevance in Course Assessment (Thursday, Jan. 25)

Synchronous Live Session | Generative AI and Transparent Design in Research Assignments (Monday, Jan. 29)

NEW Synchronous Live Session | Optimizing Canvas for Grading and Feedback (Wednesday, Jan. 31)