Article: Assessment of Learning
Promoting Student Growth with Engagement Credits
Grading for Growth
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Talbert’s approach to grading participation, unlike Lang’s or Gillis’s, leans into counting things to reach a grade. Like those other methods, though, it allows students to make choices about their engagement. As Talbert says, "it’s almost embarrassingly simple how [it] works," and would work in many classes.
My students have found engagement credits useful: They provide a light pressure to complete “quests” that get and keep them engaged, without turning it into a stressor or a mindless game of point-grubbing. The fact that there are many ways to earn the credits, including activities of their own design if they want, makes the engagement more real than if we limited it to just attendance and “participation”.
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