I've recently been experimenting with specifications-based grading (aka: "specs"-based grading), as pioneered by Linda Nilson in her 2014 book Specifications Grading. Basic idea: specs-based grading (a) grades assignments on a pass/fail basis, and (b) for each assignment, gives crystal-clear specifications which must be met to receive a passing grade. I like it because it gives students clear expectations, as well as greater control over the course grade they receive. It also encourages students to give their time and energy to fewer, higher-quality submissions. Here are two resources on specs grading I've found particularly helpful:
A helpful essay: https://www.insidehighered.com/views/2016/01/19/new-ways-grade-more-effectively-essay
A helpful paper: "Two Years of Specifications Grading in Philosophy", by Dennis Earl in Teaching Philosophy (2022) (with sample specifications)
So far, I've only taught one specs-based course (Spring 2024—syllabus below). I learned a lot. This Google sheet contains two sets of specifications I used. If you'd like to see more specifications, please send me an email!
Courses taught as primary instructor (at UNC):
PHIL/LING 145 (Spring 2024), Introduction to the Philosophy of Language (syllabus) (reading schedule)
PHIL 105 (Fall 2023), Introduction to Critical Thinking
PHIL 105 (Summer 2023), Introduction to Critical Thinking
PHIL 110 (Spring 2023), Great Works in Philosophy
PHIL/LING 145 (Fall 2022), Introduction to the Philosophy of Language
PHIL 105 (Summer 2022), Introduction to Critical Thinking
As graduate student teaching assistant (at UNC):
TA for PHIL 105 (Spring 2022), Introduction to Critical Thinking (TA for Ram Neta)
TA for PHIL 143 (Fall 2021), "AI and the future of humanity" (TA for Thomas Hofweber)