I'm doing #ungrading again.
Because I can't realistically keep a sense of the progress of each of 50+ students in my head, I give a number for each assignment:
0: Turned in nothing or a blank document.
1: Significantly incomplete.
2: Basically complete. For programming assignments, passes all unit tests.
3: Above and beyond -- perhaps tackled an optional challenge problem.
Several 0s and 1s indicate a problem to be addressed. 2 is by far the most common result. If a student wants to argue for an A, they should have a few 3s.
**The question: should I show these numbers to the students?**
Pro: It give them a sense of how they're doing, and therefore how much energy they need to allocate to this class.
Con: They will look at the number, think of it as a "grade", and pay no attention to written feedback.
Thoughts?
@peterdrake
We use a system of X/0/1 for the purpose of the gradebook, but use comments for additional detail, we do try to avoid points for the reason you mention.
X-not in/late, student did not provide notice or ask for extension/tell us when to expect it (works as a trigger similar to yours to check in on student)
0-incomple or did not meet required/critical criteria, invited to address missingness or issues to complete.
1-complete, meets criteria, comments reflect areas of strength and opportunity
Students are expected to complete all tasks, as tasks are connected to our learning goals and are essential for students' outcomes
@peterdrake @ungrading
I am also reminded that there is an interesting chapter on a coding focused class in the #Ungrading book
https://www.barnesandnoble.com/w/ungrading-susan-d-blum/1136528717;jsessionid=58396971A977FE874E8170093CE6B950.prodny_store02-atgap03?ean=9781949199833