The Alternative Grading Community of Practice (AGCoP)

Interested in learning about and discussing alternative forms of grading that promote learning and engagement with UMN colleagues? The Alternative Grading Community of Practice (AGCoP) is hosting a book study on David Clark and Robert Talbert’s Grading for Growth: A Guide to Alternative Grading Practices That Promote Authentic Learning and Student Engagement in Higher Education. In fall, participants will read and discuss early chapters focused on the rationale, framework, and examples of alternative grading. In spring, those opting to continue will dive into a workbook chapter with step-by-step implementation guidance. 

Facilitated by Dr. Cristina Ortiz, Anthropology, University of Minnesota Morris, and Dr. Jessica Dockter Tierney, Education Professional, Center for Educational Innovation, the Alternative Grading Book Study will meet from 1-2 p.m. on the following dates:

Fall 2026: September 9, October 7, November 4, and December 2
Spring 2027: January 7, February 4. March 4, April, and May 6

Register

The purpose of The Alternative Grading Community of Practice (AGCoP) is to grow and support a community of University of Minnesota instructors interested in collaborating across disciplines and campuses to deepen their professional knowledge of alternative grading practices. Alternative grading is an umbrella term for approaches to grading that center 1) clearly defined standards for acceptable work, 2) actionable feedback, 3) indicators of progress, and 4) opportunities for students to revise, resubmit, and reattempt work without penalty (Talbert, 2021). A community of practice is a regular meeting of people interested in exploring a common topic. 

For the 2026-27 academic year, the AGCoP will host a book study on David Clark and Robert Talbert’s Grading for Growth, a comprehensive overview of alternative grading, including a rationale, framework, and evidence of effectiveness through examples that span disciplines, institutions, and classroom contexts. Chapters explore Standards-Based Grading, specifications grading, and hybrid systems. 

In fall, participants will read and discuss early chapters focused on the rationale, framework, and examples of alternative grading.

In spring, those opting to continue will dive into Clark and Talbert’s workbook chapter, which offers step-by-step guidance for implementation in instructors’ own practice. Participants who opt to continue into spring will have the opportunity to discuss the small grading changes they are making (or plan to make) with other instructors doing the same. A complete overhaul of grading systems will not be expected. 

Participants from all campuses can access the Grading for Growth ebook through the Crookston or Duluth library sites. Unlimited users are allowed.