Grades can be a significant source of feedback, both evaluating performance and guiding future learning. They can also be a source of doubt and anxiety -- for both students and instructors. In this interactive Apprenticeship in College Teaching session, we will consider how learning science and psychology encourage us to think differently about how we approach grading. And we’ll talk about practical strategies -- including the use of rubrics -- for grading more consistently, effectively, and efficiently. Francesca Minonne will facilitate this session. Enrollment is limited; please register as soon as possible, but no later than October 23rd. This workshop is identical to the other this week of the same name--please only sign up for one of them.