For example, many academic writers are asked to reflect on how they improved as writers over the semester or quarter.
Those writers often share how different assignments and lessons made them stronger writers.
Perhaps I tire of comforting crying, sleepless students regarding sometimes nearly “clinical” or “pathological” grade-based anxiety, battling emotional insensitivity on the part of fellow instructors.
More recently, however, spurred by a tide of scholars who’ve (again) dared question the practice, I myself have felt ethically compelled to search out and experiment with alternative modes of assessment.
Anyone can earn credit-by-exam regardless of age or education level.
Eclampsia Thesis - Reflective Essay Middle School
In this essay, I share my recent experiences with assigning students to write reflective essays about their own learning, and to use those essays to engage in qualitative self-assessment/self-grading.
The primary vehicle for my experiments, one linked to the specific assignment-prompt that follows, is inspired by the Learning Record Online (LRO), a qualitative self-assessment platform introduced to me by Margaret “Peg” Syverson during my time at the University of Texas at Austin.
In its initial form, the LRO involved making numerous but brief auto-ethnographic observations about one’s learning, which were eventually synthesized into three “reflective” essays that attempted to encapsulate what one had learned during the entire semester.
A few examples of reflective essays are Notes of a Native Son and Looking at Women. We have over 200 college courses that prepare you to earn credit by exam that is accepted by over 1,500 colleges and universities.
You can test out of the first two years of college and save thousands off your degree.