Picture this: You spend hours crafting a midterm exam that could provide valuable learning opportunities. Students get their exams back early in the course, leaving them plenty of time to improve before the final. Yet when you look at final exam results, you see that
It was midway through week four of the fall semester. The preservice teacher candidates sat in small groups, reviewing their assignments from the previous week. One student’s brow furrowed as she read her feedback, stopping on the comment “Add more differentiation for diverse learners.” She
If you use team projects and the grade comes only from you, you’re missing an essential opportunity. Including peer evaluations in your grades provides necessary information for you and gives your students a valuable team experience. Given that teamwork is one of the top skills
About a year ago, I decided to combine the ideas of a syllabus activity and a get-to-know-students activity. Using Microsoft Forms, I created an introductory exercise to share with students a week before the first day of classes. This optional activity included short videos related
A common faculty complaint is that students do not read their feedback. This is usually chalked up to laziness or disinterest in learning. But neither explanation has ever rung true with me. Everyone likes, and wants, to learn, and in my experience, nearly all students
Feedback on performance is one of the most important factors to learning (Cavalcanti et al., 2021). But feedback need not come only from instructors. Students can learn from getting feedback from other students. It not only improves their work but also teaches them to
When I first began teaching philosophy, I had a standard comment on assignments for students whose writing was unclear:
While you understand the content, you are having trouble getting down on paper what you know. Note the areas that I marked as
Formative writing assessments, like writing-to-learn activities, provide instructors with valuable and ongoing insights into student learning. Often ungraded, these activities or assessments can create opportunities for instructors to generate formative feedback that helps students see where they are in the course, what they are
Compositionists universally acknowledge revision to be an essential stage of any writing process. Instructors who emphasize written assignments in their classes are likely to encourage greater student achievement when they build revision opportunities into the course. Beyond simple editorial corrections, a meaningful revision process
A true story: by the time I’d reached the ninth grade, I had a well-earned reputation as a jerk, albeit one with good grades. I was a jerk to my friends, a jerk to my teachers, a jerk in class, a jerk in the cafeteria.
