California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan - Transcend Art and Peace
Created: July 29, 2003
Latest Update: July 29, 2003
jeannecurran@habermas.org
takata@uwp.edu

Week 1: Week of August 25, 2003
Adademic Assessment of Learning: The Technical Term for Grading Policy

Topic: Grades are required by the college. The following readings will explain our grading policy. These readings will substitute for textual readings this first week.

Prepartory Readings:

• Academic Assessment in Credited Course Learning What Susan calls the 5 C's, or qualities we look for in grading. Please don't ask how much is enough, when it's good enough for an A, and such. No one can tell you when a term paper is long enough, when it is an A, or any such nonsense. You're not working for a grade. You're working to learn. And this file will give you extremely concrete details on how to do that. And you don't usually know if you got an A on a term paper until you get it back. We think our system gives you much more detailed and accurate feedback. Use it.
• Maintatining Consistency in Academic Accountability An explanation of consistency as "discipline," and how to maintain it as a measure of your learning.
• Discovering Your Identity in Learning This essay covers a very specific example of how we measure our learning, particularly when that learning is latent. Like you recognize a word, but you can't remember what it means. And we tell you how to record that with us as learning.
• Authentication of Knowledge as Interdependent Forms to Guide Us Through Interactive Measures. articularly at the latent stage of learning, it's hard to tell someone what you've learned. We focus on that with a vocabulary learning example in Discovering Your Identity in Learning. In this file we try to offer numerous examples that will help you identify learning in the latent stage. Link created June 29, 1999. Updated July 28, 2003.
• Measuring Learning without The Learner A brief essay on how we do this to children, and we misperceive so dreadfully their creative learning. To share with your kids and friends.

  More Advanced Theoretical Background for our Grading Policy:

• The Aesthetics of Answerability
• Why jeanne says don't just answer the questions. Important that you see how our work is answerable and how that relates to aesthetics and how that relates to the creative merging of self and Other, both as individuals and as members of the academic system. Authority assumes the right to answer in one direction only.

Lecture: Time Management for Study in a World Without Discretionary Time

Concepts to be covered:

• aesthetics of answerability: The Aesthetics of Answerability and Time Management for Study in a World Without Discretionary Time
• climate of learning: the community of respect and good faith listening for each other's ideas that extends beyond the classroom onto the site
• competency: Academic Assessment in Credited Course Learning
• consistency: Academic Assessment in Credited Course Learning
• creativity: Academic Assessment in Credited Course Learning
• cooperation: Academic Assessment in Credited Course Learning
• communication: Academic Assessment in Credited Course Learning

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Site Copyright: Jeanne Curran and Susan R. Takata and Individual Authors, July 2003.
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