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Reflective Practice Large Group Meeting Resources, 2016-2017: Why Did I Get this Grade?


Lynnan Mocek, Pablo Mendoza, Todd Vanwieren, and Amber Racchini

Door Prize Books


Davis, B. G. (2009). Tools for teaching. John Wiley & Sons. Call No LB2331 .D37 2009

McKeachie, W., & Svinicki, M. (2013). McKeachie's teaching tips. Cengage Learning. Call No. LB2331 .M394 2014

McDonald, J. P., Mohr, N., Dichter, A., & McDonald, E. C. (2013). The power of protocols: An educator's guide to better practice. Teachers College Press. Call No LB3060.285.U6 M44 2013

Grading Strategies to Promote Faculty and Student Success



AkbaĊŸ, O. (2015). University Students Attitudes Towards Norm-Referenced Grading: Some Implications for Pre-Service Teacher Training. Learning and Teaching, 8(2), 5-24.

Gordon, M. E., & Fay, C. H. (2010). The effects of grading and teaching practices on students’ perceptions of grading fairness. College Teaching, 58(3), 93-98.

Hasnain, A., & Bhamani, S. (2015). Exploring Perceptions of University Students Pertaining to Grades over Knowledge and Skills. Journal of Education and Educational Development, 1(2), 101-115.

Peterson, C. M., & Peterson, T. O. (2016). Affecting Student Perception and Performance by Grading With 10,000 Points. Journal of Management Education, 1052562915625310.

Poorman, S. G., & Mastorovich, M. L. (2014). Teacher Stories of Blame When Assigning a Failing Grade. International Journal of Nursing Education Scholarship, 11(1), 91-100.

Schutz, K. R., Drake, B. M., & Lessner, J. (2013). Do community college full-time and adjunct faculties differ in their perceptions of rigor in assigning grades?  American Journal of Educational Studies, 6(2), 59.

Schlemer, L. T., & Vanasupa, L. Grading for Enhanced Motivation and Learning.

Tierney, R. D. (2014). Fairness as a multifaceted quality in classroom assessment. Studies in Educational Evaluation, 43, 55-69.


Euben, D. R. (2001). Who Grades Students. Some legal cases, some best practices.

Duquesne University. CTE. Efficiently Grading Student Writing

Cornell University. CTE. Using Rubrics

Reflective Practice Project

Reflective Practice A Cross Campus Effort to Promote More Effective Teaching

The Center for Teaching Excellence’s Reflective Practice Project was begun in 1993 to support an exploratory and reflective approach to teaching and learning. Reflective Practice work includes:

  • Monthly large group meetings or mini-workshops and discussions to explore teaching strategies and other topics relating to the teaching process most often offered by IUP professors
  • Teaching circles or peer learning communities formed around a common discipline or a common theme.  
  • Saturday workshops presented by experts on specific areas of teaching and learning, publication, student advising, and other important aspects of academic life.
  • A yearly event to reflect upon yearly accomplishments and recognize active participants 

Links to Past Large Group Meeting Topics and Resources.

The Reflective Practice Project: An Executive Summary 2011-2012 

The Reflective Practice Project: Frequently Asked Questions