Grading Differently to Enhance Student Learning: Effective Assessment and Feedback Strategies for the US History Survey Course

Given our learning objectives in our introductory courses, how can we efficiently yet effectively monitor student engagement and learning and provide students with feedback that counts?

This is a challenge that all history faculty (and especially adjuncts) face, whether they teach mega surveys or multiple sections of somewhat smaller surveys. Steven Mintz looks at competency-based approaches, gamified approaches, and inquiry- and challenge-based approaches, as well as the use of peer evaluation and multiple choice questions that assess higher-order thinking skills.