In this episode, Julian Harris, PhD, shares how alternative grading practices better reflect student learning, foster a growth mindset, and allow for meaningful feedback loops. He offers practical insights into his experiences with alternative grading, the challenges encountered along the way, and the benefits of transitioning to a different assessment model. This conversation provides valuable insights and key strategies for implementing alternative grading in your classroom.

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Guest: Julian Harris, PhD 

• Role: Assistant Professor of Biochemistry  

• Expertise: biochemistry, alternative grading systems, growth mindset  

Quote from the Episode: 

• “They [students] feel seen by the grading system. That it helps them think about learning and growth mindset from the more sort of malleable perspective, where they really do view the mistakes as opportunities to get better.” – Julian Harris, PhD 
   

Getting Started: 

• Start small with assessment changes, such as allowing for exam corrections, or offering a retake of a single exam.  

• Approach alternative grading practices with a growth mindset: reflect on what works and what doesn’t, and adjust without expecting perfection the first time.  

• Create intentional changes for students to revisit material, learn from feedback, and show improvement.  

• Contact us to talk about incorporating alternative grading practices in your classroom.  
   

Terms to Know: 

The terms below are mentioned in the episode, and for context and clarity, we’ve provided brief definitions of potentially unfamiliar terms you may hear. 

• Standards Based Grading: A grading system in which an instructor creates a list of clear standards that describe specific things students will learn to do. Each assignment is aligned with one or more of the created standards; each standard is assessed multiple times to meet the standard without penalty.  

• Specifications Grading: A grading system in which an instructor creates a list of specifications that describe the qualities and characteristics of a successful submission for an assignment. Student work is graded holistically, earning a single mark: “Satisfactory” or “Not Yet”.  

• Growth Mindset: The belief that intelligence and abilities can be developed through effort and dedication rather than being fixed, innate traits. A growth mindset also views perceived failures as opportunities to learn and grow. 
   

Selected Resources: 
 
The Learning Curve team curated this list based on university resources or guest recommendations. 
 

1. Clark D. Grading for Growth : A Guide to Alternative Grading Practices That Promote Authentic Learning and Student Engagement in Higher Education. First edition. (Talbert R, ed.). Routledge; 2023. 
    
2. Yik BJ, Machost H, Streifer AC, Palmer MS, Morkowchuk L, Stains M. Students’ Perceptions of Specifications Grading: Development and Evaluation of the Perceptions of Grading Schemes (PGS) Instrument. Journal of chemical education. 2024;101(9):3723-3738. doi:10.1021/acs.jchemed.4c00698 
    
3. Nilson LB. Specifications Grading : Restoring Rigor, Motivating Students, and Saving Faculty Time. First edition. Stylus; 2016. 
    
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