Grading and Feedback
As educators, we assume that students are learning what we teach. But students often do not learn as much as we expect, and high-stakes assessments reveal their knowledge gaps when it is too late to ...
As a writing teacher, I’ve discovered that counseling writers to sequence details logically does more for their writing, their readers, and their intellectual development than encouraging them to take risks or to make art. Plot ...
It is widely assumed among faculty that students reward easy grades with good evaluations, which then becomes reason to dismiss student evaluations as unreliable. But a meta-analysis of various studies testing this hypothesis found that ...
A host of studies have shown that feedback is one of the most important elements of learning (e.g., Hattie, 2009; Wiggins, 2012). These studies also show that students are generally starved for good feedback. Their ...
Research has shown that using formative assessment to inform instruction is one of the most important components of good teaching (Rosenshine, 2012). While many teachers rely solely on questioning and discussion techniques to gauge a ...
How many of us teachers have had this experience? You spend an afternoon reading student work and providing detailed feedback. You return the work convinced that your notes will help students deepen their learning and ...
I decided last spring to implement a new teaching strategy: individual midterm conferences with every student enrolled in my classes. That’s approximately 75 students total. Throughout my years of teaching, I’d heard colleagues report that ...
Every year I teach a compulsory first-year course on the basics of psychology, which includes an introduction to developmental psychology. Lately I have also been teaching a follow-up elective course on child development. When I ...
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 ...
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