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I feel like I am constantly fine-tuning how I do assessments in my classes. I want to trust students and avoid policing them, but I’m frustrated when they respond to this approach by acting like it exempts them from attending class and participating.

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Prepping a Fall class and feeling torn between wanting to make a lot of improvements and not wanting to burn myself out by reinventing wheels from previous semesters.

I know someone who apparently agreed to review three articles the same week as final grading, and boy does he look dumb staring back from the mirror.

Having my students post a weekly report on what they did that relates to each course objective. When it works, it’s the best kind of assessment—it assumes that there’s learning always happening and that we just need to notice it.

Is my brain mush right now because grading is hard? Or is grading hard right now because my brain is mush?

Repeatedly stopping this afternoon to jot down notes for next offering of a particular course. Not sure if this makes me a good prof (thinking ahead) or a bad prof (I’m supposed to be grading)

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