Should we take into account attitudinal aspects when grading?

A few weeks ago I published the article Qualifying at the end of a formative evaluation, which was the continuation of another article Assses without qualifying: my experience. I received quite a few comments and we had some very interesting discussions on twitter. And I think that, based on all that, it might be interesting to explain why I firmly believe that it is not convenient to take into account attitude aspects when grading a subject.

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Grading at the end of a formative assessment

A few months ago I wrote an article explaining how I try to evaluate students throughout the term without grading.

Asses without grades: my experience

I received a lot of comments and some of them asked me for a second part. This is all very well, they said, but at some point or another you have to grade. This article will try to focus on this second part: after a whole term doing formative assessment, how do I grade?

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Google Drive file shortcuts

It’s been a couple of weeks since Google turned on Drive’s file shortcuts. Until then, Google had a little hidden the possibility of having the same file in two or more different folders. I say something hidden so that it wouldn’t appear in any menu, it could only be achieved with a combination of keys or dragging with the mouse and pressing a key at the same time.

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CoRubrics and Google Classroom rubrics

Recently, Google Classroom has added the ability to evaluate tasks with rubrics. At the moment, only the teacher can evaluate, but this is already a first step.
The student can consult the rubric before submitting it and, once the teacher has evaluated it, he or she can see this evaluation in the rubric.

Even more recently, Google has added the ability to import rubrics from a spreadsheet. We can then create our bank of rubrics and import them into the task at hand. The problem is in the format that Google uses for this information. In my opinion, it is a terrible format for a heading.

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