1. How will the mid-term factor in to outr final grade?
2. If one does really bad on the mid-term, but then shows significant improvement on the final, will they pass the class?
3. How does peer evaluation factor into out final grades?
4. It seems like LRO is a great deal more work then a final, how is it more effective?
5. What are the best and worst things about the LRO?

1. How will the LRO ensure we all learn an equal amount?
2. Considering the weight of the feedback on LRO, isn't the system bulky for a three-hour course?
3. How can we remember what to do and when with the LRO?
4. Where do small assignments fit in with our grading system?
5. How much feedback will we receive with the LRO?

1. What makes you feel this is a better way of grading then the traditional, and do you feel its effective because students have more control of their grades, or because you honestly feel it enhances the learning process?

2. Is it normal to be hesitant towards using this system, because I can see possibly how it can be more of a hinderance then an asset?

3. How much work is enough to be successful, and how is that standard set? It is based on us and where we stand?

4. As the LRO is used to show growth overtime, are individual assignments not graded?

5. Since there is a certain skillset that will be used as a goal for each person in the class despite the varying levels of experience, how will you go about trying to track this to make sure everyone is graded fairly?

1. Must we achieve outstanding growth in all the five dimensions of learning to judge ourselves for deserving an A, or impactful growth in dimensions that we gauge as most important to us?

2. How is the paired student chosen to do the moderation readings chosen and are they to remain anonymouse?

3. In regards to the moderation readings, will we be able to express any concerns or discrepancies with the evaluation given to us?

4. Will you ever give us evaluations that we can include in the LRO, such as you seeing improvements/no change/declining skills or motivation to help us?

5. Should we not focus so much on the reading/writing aspects of the LRO and concentrate more on our skills as developing designers?

1. Has LRO worked as a viable grading technique historically?
2. Will posting to the LRO take alot of time?
3. If the answer to #2 was yes, is it worth doing as opposed to traditional teaching styles?
4. Why are we using LRO as opposed to traditional teaching styles?
5. Whats more important about LRO, the observations or the midterm/final?

1. What have students said in the past about the LRO?
2. Is the LRO growing in users/popularity?
3. How often do the instructors look at individual observation entries?
4. In class we were told to not spend an excessive amount of time writing entries, but is more better?
5. Does this system create more work for the instructor?

1. How have past students felt about using the LRO as opposed to the normal grading style?
2. Do all CWRL classes use the LRO for grading?
3. Is there a certain skillset that will be used as a goal for each person in the class despite the varying levels of experience?
4. Is the LRO a widely used grading method?
5. If we disagree with the grade that you decide to assign us, is there anything more we can do?

1. Is it possible to be too concerned with the LRO to not use our time developing our skills?
2. Do the students often receive they grade they believe they should?
3. Will we be able to understand if/when we are on a good path?
4. Is the information provided on the LRO always available to other students and the teacher?
5. Will using the LRO in this class help us observe our performance more effectively in traditional classes?

1. In general, how much of our learning record should focus on what we hope to improve on in the future, and how much should focus on what we could have done better in the past?

2. Are we encouraged to write more positive observations, or should we include a lot of self-criticism as well?

3. Do our entries focus on a strictly academic core or should we also include personal notes and observations about ourselves as the semester continues?

4. How will the Moderation Readings work? Are others' and our own LROs kept anonymous?

5. If mistakes should arise in the LRO, how would we address them?

1. Is it possible to not learn enough using the LRO?
2. Does using the LRO make for excessive work?
3. Will I be evaluating every assignment that we do?
4. Will other students' evaluations of my work affect my grade?
5. Will the LRO take up the majority of our work time?

1. Does working in groups have any advantage or disadvantage in the Learning Record Process?
2. Is it quantity over quality, or is it quality over quantity?
3. Are the students that review and evaluate your work in the moderation readings made anonymous?
4. Is there a way to see example LRO's, possibly ones that have made a good grade and ones that have done poorly so we can get a better idea of this?
5. How often are entries due?

1. How was the LRO developed?
2. Has this process been successful?
3. How frequent will our entries be?
4. Do we grade other people in group work or is just strictly our own progress being graded?
5. Do grade disputes happen often?

1. WHo are the people interviewing us? How are they picked?
2. Do we take screen shots of the websites ourselves and then upload them?
3. What are the activities or "observations" that we do related to our work?
4. Why not just use blackboard?
5. Is there a minimum or writing in our analysis and comments?

1. Are the student comments on portfolio work and suggested grades factored into grading also?
2. Are all the portions of writing review weighted the same?
3. Will our websites be uploaded through this system or elsewhere?
4. Are student comments made anonymous?
5. Do students usually receive the grade they think they should get? or are they usually disputed?

1. Can we save websites to the Learning Record like we can Word and Excel documents or will we even need to?

2. Is the background information strictly for the professor to see my mindset and past experiences or does it serve another purpose?

3. Will confidence be a criteria that you just randomly observe? I know we are grading ourselves as well, but it seems hard to grade confidence when you are not the person.

4. There is a lot of talk about reading and writing, are we focusing more on the development of those skills than building websites?

5. How is it that your input will affect the grade again?

1. Do individual assignments completed in class receive grades or is your grade based more on overall progress?

2. When is each entry in the LRO due ?

3. Have past students preferred the LRO system over typical grading methods?

4. Do we need a zip drive or any other storage device in the class?

5. How many entries are made throughout the semester?

1. How often will we be adding entries?
2. Around what length should our entries be?
3. Is there an example of a past LRO that the class can view?
4. Is there certain types of themes we should focus our writings on in the LRO?
5. Is the LRO viewable to others?

1. Is the LRO cumulative from the midterm turn in to the final turn in?
2. How specific of a background description are you looking for?
3. Will updating and keeping track of the LRO cut into my studying and homework time?
4. Is the more you write in the LRO the better?
5. Should you critique your groups work in your LROs?

1. Will the Learning Record Process help me in the the future?
2. When working in groups, can it affect the Learning Record Process?
3. How much work is enough?
4. Is this process a good way to do grading?
5. Does this process set a caliber on students?