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I curated the grading- and assessment-related action items I’m taking away from 4 recent teaching conferences.

I reflect on large- and small-scale grading policies that hurt or helped my students, and what I’ll do differently next time.

I used Collaborative Grading in my General Biology Course and I made a bunch of mistakes! Learn from me what NOT to do.

I graded students on how they contributed to our classroom learning community. The results were surprising.

I look closely at what worked - and what didn’t - in my redesigned Intro Bio course.

What do you do when equitable grading is in direct conflict with equitable learning?

But I want my newly-designed course to be perfect! News flash: It won’t be. Which doesn’t mean it won’t be good.

Aligning your Learning Objectives, assessments, and course materials is important. Pro-tip: don’t wait until the week before class starts to do it.

Before I decide what topics to cover in my redesigned Intro Bio course, I need to know how I will assess student learning.

I’m gutting and redesigning my Intro Bio course from scratch. What are the most important things to include?