Blogger and History educator Andrew Joseph Pegoda recently wrote about his experiences with the practice of using low-stakes assignments in the courses he teaches. In "The Unspoken Problem with Low-Stakes Assignments." Andrew writes:
"Having at least some low-stakes (or no-stakes) assignments in college courses is touted by advocates of student success and practitioners of andragogy as essential for creating safe and productive learning environments for students. The theory goes that students are more likely to learn if it is safe to do so, safe to make mistakes and safe to do so without having an immediate and detrimental impact on the semester grade."
He goes on to note his frustration when students then don't do the assignments at all:
"I've recently really noticed one problem with low-risk assignments that I've never heard or seen discussed: Students realize that it is low-risk and elect not to do it because (they think!) it will not impact their grade or will do so in the most minor way."
Andrew concludes his post by asking the question: Do you have low- or no- stakes assignments in your classes, and if so, how do you deal with students who just don't do the assignments?
Click here to read the full post from Andrew and share your experiences...