Should we only include in the midterm document the observations and work samples that we cite in Part B? Or should there also be other examples of our work that we don't specifically refer to?

1. If there is an issue with posting will we be penalized?
2. Do you take into consideration peoples’ starting points when evaluating?
3. Is the final grade the only one that counts? If so what is the mid-grade for?
4. If we keep up with assignments and progress well should we be ok?
5. How many entries do we need?

1) Will any performances in class, such as participation and discussion be contributed to grades?

2) Will there be any type of extra credit available?

3) Will a students lack of knowledge be put into thought when grading?

4) What kind of help will be available so that a students progress can be positive throughout the course?

5) When and where willl we be able to see our grades and progress?

1. How often will we be required to give assessments or observations for other students?
2. Is the portfolio going to contain everything we do in the course?
3. Are excused absences counted against a student in the final grade?
4. When do we need to complete part A (interview and personal reflection)?
5. What if I disagree with an observation about my work in the course?

1. If the learning record process requires improvement for a high grade how does this take into account differing levels of starting proficiency?

2. How do students just learning the technical aspects of web design accurately grade each other during the moderation readings?

3. How does the learning record assure students a fair grade on an objective task such as writing HTML?

4. What if a students does not achieve any sort of learning epiphany prior to the midterm to include in his or her learning record? Will he or she be penalized if submitted work is still up to par?

5. Why was the learning record designed for a subjective process such as english rhetoric yet applied to an objective technical skill such as XHTML-compliant web authoring?

1. If we play sports, do the excused absences that the university provides count toward our two "free" absences?
2. If we disagree with the grade we are earning, is there any opportunity for extra credit work or review of the grade?
3. If we have little knowledge in computers, will it hurt a group project's grade or make it more difficult to compare to another student's work who has prior knowledge?
4. How heavily is a student's input taken into account toward his grade?
5. How time consuming will the LRO be toward the computers class and is it solely what our grade is based on?

1. The LRO Guided Tour for Students says that Part A: Background will consist of a section that involves, "an interview with someone (parent, teacher, close friend) who knows something about your recent development." Is this a requirement for the course or will we not be doing this section of Part A?
2. How often will we need to make "observations" for our evidence, if at all?
3. Will you be using LRO to post our absences, if we have any, so that we can see where we stand on attendance?
4. Will our assignments be posted to LRO as well as the course website, or just the course website?
5. How long does our argument for our midterm and final grade need to be?

1. Will we submit an assignment to give a base from which a judgment will be made to state whether there is improvement? If so, will the assignments be comparable?
2. Are we going to use all of our work throughout the semester to be graded by the LRO?
3. The grading method, or criteria, seems somewhat subjective. Do most people that have been graded with the LRO feel it is a fair system?
4. Who came up with the LRO?
5. Is each student graded independently from other students since the system is based on improvement, or is there a comparison in overall performance within the class?

6. If the course is taken pass/fail, what bearing does the learning record have on my grade?

1. Is the learning record sanctioned by a higher authority than the instructors who use it? Is it required by them?

2. Have past learning records proved to be effective educational tools?

3. Are the tenets of tradional grading, including weight for class participation (as in while physically in the classroom) completely lost in the learning record?

4. Is the employment of the learning record in this course a deliberate attempt to add a novel or scholoarly edge to what might otherwise be considered a purely technical class?

5. What will be the frequency of the posts?

1. LRO makes me feel like a guinea pig. Is our participation part of a larger social study where all our information will be processed and dissected?

2. What kind of confidentiality do we have as students?

3. I can see how the LRO would be beneficial for discussing writing skills, but how will we go about discussing the design aspects of web development?

4. Will we be using the same grading criteria as the one found in the introduction site?

5. The LRO sounds like a lot of busy work that is better designed for another type of class, particularly a writing class, so would you provide further explaination as to how this process specifically relates to web development? Since we will be making our own websites, eventually, the portfolio idea makes sense, and so does the new grading approach based on self, peer and teacher evaluation, but is a lot of the stuff in the middle really necessary?

1. Can we do a "mock" grading session before the midterm?
2. Will the LRO eventually move to more and more courses at UT? Is this program still in the test phase?
3. How will our prior experience be judged in relation to our newly aquired skills?
4. After we do our moderations and midterm, how long until we can view our grades? Will they be posted on the LRO or BB?
5. Would it be a good idea to lower our quality of work and/or underachieve for the first part of the course, in order to make us look better by the end?

Email: ShaneK@mail.utexas.edu

1. How often will our progress on the LRO be checked?
2. Is the LRO used in all schools at the university, or primarilly liberal arts?
3. Can our progress be seen by other students?
4. How cooporative is the LRO with macs?
5. If your partner is uncooperative, will you take that into consideration?

1. How often do we have to update the LRO?

2. In the past, how long has it taken most students (per week) to work on their LRO?

3. Are finished/submitted LRO's public?

4. Can we use the LRO as a 'work in progress' sort of space, where we can store our unfinished pages?

5. Will you quantify or give a rubric for grading?

1. How much detail and accuracy will be placed on the suggestions by the instructor to improve our understanding of the material as well as our grade?
2. How will our own estimation of our grade during the midterm/final portfolio affect the actual grade in the course?
3. What if a student has outside material that is beneficial toward satisfying one or several of the five dimensions of learning? Can this material be submitted as part of the work samples (with instructor approval)?
4. Will time constraints and work loads be adjusted to accommodate students with time to input/update LRO?
5. Will students have access to all other LRO students' work samples or will they only be able to view those samples belonging to current classmates?

1. Will we be getting feedback on our progress from the professor throughout the semester, or only when we submit our Learning Records at the midterm and end of the semester?

2. You’ve mentioned the three large, group projects that we will be completing throughout the semester—will there be smaller assignments in addition to those that we will be able to put on our LRO portfolio? Or will it consist mainly of our contributions to the large, group projects?

3. How does the LRO ensure that students are graded equitably, given our varied previous experience with the course material?

4. Are Moderation readings anonymous?

5. In past courses, have students usually been given the same grade they gave themselves?

1. What type of criteria will you be looking for in our projects?
2. If we provide you with an estimate of what our midterm/final grade should be and you disagree, will we be able to do anything to improve that grade?
3. Are these going to be daily posts? Or just in class? And is there a set amount of how much we would have to write?
4. Can you go over each step and give an example of how to do the posts?
5. Will we be creating several "works" or just be building on to a few main ones?

1. Will student comments significantly impact grade?
2. Will our posts ever be lost? If so, should we be worried?
3. Will all the posts be deleted right after the semester ends?
4. If we disagree with our final grade, is there any way to revise it (or is there nothing we can do)?
5. Will we be going over the LRO in class so we don't screw up when we use it?

1.Which grades will be used in this course?

2.Will these partner reading moderations take place in class or in our own time/place?

3.Will this be done every Tuesday and Thursday, or just once per week?

4.About how much time has it taken on average per week?

5.Upon reading one's moderations, will the partner assign a grade as well, or will they read it just for their own knowledge and to see how they can improve as well?

1. Could you please clarify the Process of Moderations?
2. Can you quantify how much "activity that goes significantly beyond the required course work in one or more course strands" is required to receive an A?
3. How much time, on average, do you think a student will need to spend on their learning record per week?
4. It looks like the Learning Record is primarily geared towards students taking writing courses. Are we using a different template for this class?
5. Supposing a student feels they are already at a high level in one of the five dimensions of learning, how can that student still show evidence of significant development in that dimension, which is needed to earn an A?

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