Inside Higher Ed has also picked up the "How to Crowdsource Grading" blog and features a very nice and thoughtful follow-up by the always thoughtful Scott Jaschik:
It's called "How To Get out of Grading" but isn't remotely as cynical as the title suggests. As anyone who does this kind of peer review knows, it takes more time, not less. And I can't wait. I'm getting flooded with comments; I'm told it is the most read piece in Chronicle of Higher Education this month so far; some people are positive, some negative (vehemently in some cases), and some just curious.
Everyone: it's an experiment! I promise to report back. And I am delighted by the interest. People can be very cynical about college teachers and teachers in general but in my experience most of us continually try and try harder to keep learning meaningful and exciting, sometimes against great odds. All of this interest signals to me that we all are concerned with pedagogy and want assessment--but realize that our forms of assessment, now, are impoverished. We can do better.
I would be especially interested in hearing from those who have tried new forms of assessment. What are they? How did they work?
And here is the link to the Chronicle of Higher Education's article by Erica Hendry: http://chronicle.com/blogPost/Duke-Professor-Uses/7538/
And, for anyone who is really interested in this coverage, here's the Raleigh News and Observer piece: http://www.newsobserver.com/news/story/1636197.html