ABSTRACT
Among the dozens of self-regulated learning exercises readers have looked at are several types of in-class activities that are not amenable to grading, such as class discussions, lecture-break exercises, and pair and small-group exchanges, since they leave no written record. This chapter lists 12 self-regulated learning activities that would be difficult, unnecessary, or counterproductive to grade. The first one, for instance, is a start-of-course class discussion on an assigned reading on the nature of learning and thinking. Because such a reading helps students understand themselves better, they may very well read it without a graded incentive, such as written homework or a quiz on it. Grading with a rubric involves selecting a limited number of appropriate criteria on which to assess a student’s work and setting clear standards for different levels of performance for each criterion.
