Grading & Feedback
A few years ago, a student came to see me because she was having trouble passing the Praxis exam, which was delaying her student teaching and her ultimate career goal. She had taken the exam ...
In a 1992 article in College Teaching, authors Mealy and Host identify three types of students who report high levels of anxiety during exams; those who lack adequate study skills, those who can study but ...
In the fall of 2017, Niki Bray had a problem. The University of Memphis instructor and instructional designer was tasked with redesigning and teaching an Intro to Kinesiology course that had failure rates of 43 ...
Please show me innovative teaching strategies I can actually use! As educators, we are often seeking new and exciting ways to engage our students, only to find that our teaching load leaves little time for focusing ...
Self-assessment is important for effective learning. Students who are skilled at examining their own thought processes can use the resulting information to learn and perform well in testing situations. In addition, those who effectively use ...
I use a daily quiz that has a two-fold purpose: first, it tests the students’ knowledge of the day’s reading material; and second, it provides a focus for the lecture and activities scheduled that day ...
The body of evidence supporting the effectiveness of regular quizzes on assigned readings continues to grow. They’ve been shown to raise exam scores in courses from different disciplines, at two- and four-year institutions and with ...
In August 2017, Inside Higher Ed featured an article describing a controversial “stress reduction policy” that was part of a professor’s course syllabus at the University of Georgia. The policy was intended to prevent the ...
Do you use auto-graded multiple-choice and true-false quizzes and exams? If so, why? Is it because you’re convinced that these forms of assessment are rigorous and authentic instruments for measuring student learning? Or is it ...
Educators concerned with the quality of learning and instruction have called for a greater focus on students’ thinking to inform instruction and have offered a variety of pathways for achieving that aim (Brookfield, 2017; Robertson, ...
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