This week in my graduate course on teaching and learning, we considered assessment. I was mentioning how, in undergraduate STEM courses, traditional approaches (e.g., grades heavily based on high-stakes exam and quizzes) are typically perceived to be absolutely essential. This idea is so ingrained that we don’t even consider that there could be alternatives. This isn’t the case for all of higher education though. As I was pointing out that we don’t grade dissertations, I was suddenly reminded of something from my past. During my postdoctoral appointment at Humboldt University in Berlin, I learned that German Ph.D. students receive a grade on their dissertation and defense. That struck me as absurd at the time, but it didn’t even occur to me that traditional grading in undergraduate courses might be similarly troublesome.
To confirm my memory, I posted a quick poll on Twitter . . .Continue reading