Alternative grading at scale: hard, not impossible

Summary

Talbert says alternative grading is hard but feasible in large classes; research does not show class size removes benefits.

Talbert argues feedback and reattempts make alt-grading difficult at scale.

He cites large-class cases using simple standards, group feedback and recitation; a chemistry study reports narrowed equity gaps.

Excerpt only; author's synthesis, not a systematic review; absence of evidence is not proof.