A Memo to Students about Unexpected Grades
It doesn’t make any sense. You worked hard on that assignment, studied long hours for the test. You’re upset—texting complaints
October 2024
October 21, 2024 | By Stephen L. Chew
October 21, 2024 | By Gifty Blankson Codjoe
October 21, 2024 | By Yunteng He
“Feedback must become a basic component of course design. Since grading drains the teacher’s time to design assignments, monitor results, and make improvements, its importance must be downgraded. Ultimately instructors can best aid the feedback process by designing assignments with clear, relevant objectives, and redesign them in light of students’ learning. That requires sophisticated disciplinary knowledge and knowledge about the biological and psychological processes of learning. All that’s demanding, but the acquisition and correction of such knowledge is the exciting intellectual core of teaching.
—Larry D. Spence, Maybe Teaching Is a Bad Idea (2022)
It doesn’t make any sense. You worked hard on that assignment, studied long hours for the test. You’re upset—texting complaints
A true story: by the time I’d reached the ninth grade, I had a well-earned reputation as a jerk, albeit
Formative writing assessments, like writing-to-learn activities, provide instructors with valuable and ongoing insights into student learning. Often ungraded, these
Magna Publications © 2024 All rights reserved