Approximate Reading Time: 4 minutes Source: What Traditional Classroom Grading Gets Wrong (G)rading policies—which appear to be an objective, fair, and accurate method to describe […]
Approximate Reading Time: 3 minutes Not a ‘Pointless Exercise’ Briefly, Martini noticed that her students didn’t seem to get the connections she had hoped they […]
Approximate Reading Time: 2 minutes Badges, Points, and Leader-boards, oh my! I’m working on a book – a series, actually – about gamifying learning, only […]
Approximate Reading Time: 1 minute It’s not the students’ fault. Not making marks random, and reducing the risks of failure are what gives students more […]
Approximate Reading Time: 9 minutes This is the response to Ian Schreiber’s comments from the original draft post. (THANK YOU for the help!) Points Point […]
I’m working on the 1st volume of a set of books devoted to gamification in learning. There seems to be quite a bit of confusion […]
“Appropriate practice is the single most neglected aspect of effective instruction.” (Merrill, 2001) This is one of MANY reasons why gamification can be helpful in […]
I often hear people talking about adding elements of chance to an experience to make it more interesting. For instance, adding a random reward for […]
A common kind of complaint among many HE faculty: My student comes with a long story about why they need an extension on an assignment. […]
I Can’t Answer These Texas Standardized Test Questions About My Own Poems | The Huffington Post Source: I Can’t Answer These Texas Standardized Test Questions […]
Last time we looked at how different a score of 75% can be, depending on which 75% the student got right in an exam where […]
Problem 1, as outlined yesterday is that we really have no objective way of ensuring that our exams actually ‘cover’ the course content. Now, what […]
