Paul Feigenbaum
-
When is it OK for Students to get an A for Effort? (Part 2): Variations of the “Achievement Equation”
I previously proposed a thought experiment connected to this question: What does it mean to earn a high grade in a college course? The experiment went like this: Let’s assume we can straightforwardly measure both the quality of what students produce in a course—meaning their exam scores, papers, discussions, and/or whatever other assignments the instructor… Continue reading
achievement, Adam Grant, alternative grading, assessment, assessment literacy, assignments, cognitive friction, desirable difficulties, engaged learning, engagement, exploration zones, extrinsic motivation, Feigenbaum, formal education, grade compression, grade inflation, grades, grading, higher education, intrinsic motivation, learning, motivation, Paul Feigenbaum, performance zones, productive struggle, scholarship of teaching and learning, self-determination theory, sorting function, support function, teaching, ungrading, zone of proximal development -
When is it OK to get an A for Effort? (Part 1): The Effort/Quality Matrix
I recently completed a nine-part series entitled “Grade Inflation is a Symptom, Not the Disease.” But if you have read any of these posts, you will know that this title was something of a bait-and-switch. I scarcely addressed grade inflation at all, arguing that people who complain about grade inflation are actually concerned about grade… Continue reading