Affiliation:
1. Walden University, USA
Abstract
Students who choose to enter college in their twenties, thirties, and beyond face the challenges of balancing their academic experiences with busier lives, often with little social capital to guide them through the intricacies of college life. Students may feel overwhelmed, easily discouraged, or overlooked by people within their institution, including their professors. Instructors who, themselves, lack the experience of being first-generation college students may struggle to identify with the behaviors of the students they teach. They may see their roles as evaluators more than as partners or guides. The practice of compassionate grading and teaching can increase opportunities for trusting relationships to form among instructors and students, and for learning to occur.
Reference34 articles.
1. Grades and grade inflation: exploring teachers’ grading practices in Indonesian EFL secondary school classrooms
2. A mastery-based learning approach for undergraduate engineering programs
3. Bloom, B. S. (1968). Learning for mastery. Instruction and curriculum. Regional Education Laboratory for the Carolinas and Virginia, topical papers and reprints, number 1. Evaluation Comment, 1(2). https://programs.honolulu.hawaii.edu/intranet/sites/programs.honolulu.hawaii.edu.intranet/files/upstf-student-success-bloom-1968.pdf
4. BloomB. S.HastingsJ. T.MadausG. (1971). Handbook on formative and summative evaluation of student learning. McGraw-Hill.
5. Grade Inflation: Causes, Consequences and Cure