His reactions (both during the service and after) are of course predictable.

#ungradingchat A1: I do this, too. I also talk about how hard self-evaluation is, and how helpful it is to practice it.

Happy to see you back! I was a columnist years ago and loved writing for LM

This is really familiar to me as well! And i get their strategic choice, but I also wish they’d take full advantage of, for example, opportunities for revision that could really benefit their learning! #UngradingChat

Me, too! I feel that this is my next big step with #Ungrading— I haven’t quite figured out how/where to build more of this work into the early part of the semester. #UngradingChat

Q4: I ask students to identify their course goals at the start of the semester, then use those goals—along with the course objectives—for self-evaluation at the end of the semester. They write reflections, and assign themselves a grade. I might not agree, but I take it into account. #UngradingChat

I’m in, thanks!

#3 is key for me. It’s hard! No one likes to do self-evaluations, and many Ss (and us!) have defaulted to “completing” it at times. So working through that is hard.

My biggest challenge is with helping students understand/take seriously their role in evaluation. At the end of the semester students turn in a portfolio of their revised work with a self-evaluation. Helping them with that self-evaluation is the biggest challenge.

My grading philosophy is to focus on growth and development.

Triumphantly outside!

Showed up on my end—thanks!

I know you already know it, but I love Michelle Martin‘s work on this.

Church, laundry, baking, reading student work. Thanks for reminding me about planning, too!

Thanks for adding me!