GRADING POLICIES

In this course, we will be using a form of  what has become known as “ungrading.”  More appropriately, however, it should be called “alternative assessment.”

Extensive research has shown that grading is often prohibitive of deeper learning and reinforces existing biases and injustices. Materials on this will be on our course site and discussed in further detail – to start you may wish to read: https://tinyurl.com/7h2j2udy. Grades encourage distance from the learning process, can inhibit creativity, and reify structural hierarchies of race, gender, and class. 

In choosing to give consistent qualitative feedback and not assign letter grades, I hope to encourage you to engage with this course more deeply and without consideration of a final point outcome. Brooklyn College requires a final grade for the course, which you will determine based on your own outcome.  

You are in control of your final grade, but you must earn it and show me how you have.  The assignments I have created aim to improve your understanding of the course learning objectives, and completion of them is part of the contract for earning a grade. 

You know when you are doing the bare minimum or when you are giving it your all and fully engaged. You know not only when you have been attending class but also how much attention you’ve given. 

Late Work

You know if you need an extension on a written assignment. That’s fine; it happens.  I’d prefer you engage deeply with the work rather than be rushed and complete it at the last minute. That said, if you turn in late work, I cannot return it to you with the same timeliness and thoroughness as if you submitted it on time. You will also be unable to engage in peer feedback, a vital part of the learning process.  Turning your work in on time shows respect for your classmates and me.

I expect that you will consider excessive absences, lateness, and late assignments when calculating your overall course grade. However, I reserve the right to revise this grade due to excessive lateness.

Final Grade Determination

In lieu of a final exam, you will write a detailed self-reflection. You and I will have a fifteen-minute final meeting during the final exam period (scheduled at a mutually convenient time) to discuss the justification for the grade you will give yourself.  In nearly all past cases, students and I have immediately agreed with the grade that they have given themselves.   In the rare event that we do not agree, we will discuss why and possible options to bring your grade in line with your thinking or come to a mutually agreeable grade. 

Below is a breakdown of course components and a holistic rubric of the course components to help guide you. 

I expect you to be thoughtful and honest with yourself and me.

Engagement with modules	35%
Annotated Bibliography	15%	Citations, drat, final
Presentations (4)	35%
Feedback	5%
Synchronous Class Engagement	10%
Self Reflection	n/a	Required to receive a grade in the course

	ENGAGE	READ	WRITE
A	I came to all classes.  I was an active contributor in discussions and class activities on zoom and on the website. I engaged with my classmates through online prompts. I was an equal participant in group activities. I gave constructive and appropriate feedback to my peers. I embraced the creative assignments. I tried all the vocal exercises. I rehearsed my presentations. I took a lot away from the course.	I did all the readings. I responded to readings in the modules to express my own ideas and questions as I read. I investigated and explored when I didn’t understand something. I contemplated and absorbed complicated ideas.	I submitted most of the written work, but I was often late. I put the minimum effort into completing them. I used the assignments to learn and connect with the course. I didn’t do any editing. I know my work was average at best.
B	I came to all or most classes.  I contributed to discussions on Zoom and online, at least sometimes. I was an equal participant in group work. I gave constructive and appropriate feedback to most of my peers. I put some effort into the creative assignments. I tried some of the vocal exercises. I could have put a little bit more effort into some areas. I took quite a bit away from the course.	I did most of the readings. I responded to the prompts, but just the minimum required. I engaged with most of the readings but didn’t always process them fully.	I submitted all the written work mostly on time. I put in the effort required to complete them. I could have gone a bit deeper in analysis. I made the recommended edits. I know my work was good but could be improved further.
C	I came to all or most classes.  I contributed to discussions on Zoom and online, at least sometimes. I tried to participate in group work. I gave constructive and appropriate feedback to most of my peers. I put some effort into the creative assignments. I tried some of the vocal exercises. I could have put a little bit more effort into some areas. I took quite a bit away from the course.	I did some of the readings. I didn’t really engage with any discussion online. I didn’t really engage with the readings in any depth.	I submitted most of the written work, but I was often late. I put the minimum effort into completing them. I didn’t really use the assignments to learn and connect with the course. I didn’t do any editing. I know my work was average at best.
D	I showed up for a lot of Zoom classes, but I didn’t really pay attention during them. I disappeared from the group work on Zoom. I didn’t offer any feedback to my classmates.	I pretended I did some reading or read some of a couple of modules. I didn’t participate in any discussion in the modules..	I showed up for a lot of Zoom classes, but I didn’t pay attention during them. I disappeared from the group work on Zoom. I didn’t offer any feedback to my classmates.
F	I came a few times to Zoom. I actively distracted or hindered my group or the class. I probably should have withdrawn.	There was a website? Readings?	I did nothing.