Grading and Feedback

Testing That Promotes Learning

Testing has a prominent role in most college courses. It’s the method most often used to determine the extent to which students have mastered the material in the course. Say “tests” and thoughts jump immediately to evaluation and grades, with students thinking “stressful” simultaneously or

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Getting to the Right Answer in Collaborative Testing

Although group testing is still not widely used, it is an approach more faculty are exploring. Creative approaches to design and unique features can prevent many of the problems associated with it. However, faculty are still very concerned with what happens when students discuss answers

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A Case Where Rubrics Worked!

Teachers are giving students rubrics to help improve the quality of their work, but do they? Does student work, say, writing a paper, improve when students are given the criteria that will be used to assess their work? Kathleen Greenberg notes in her article that

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Ungraded Quizzes: Any Chance they Promote Learning?

Faculty rely on quizzes for a couple of reasons. They motivate most students to keep up with their class work and, if they’re unannounced, they motivate most students to show up regularly for class. The research on testing offers another reason, something called “the testing

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Feedback and grading

New Thinking About Feedback

Current thinking about the role of feedback in learning is changing. Several important articles that we’ve highlighted in previous issues have proposed less focus on teacher-provided feedback and more consideration of the role that can be played by peer- and self-assessment activities. As noted in

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A Quiz That Promotes Discussion and Active Learning in Large Classes

Educational research is full of studies that show today’s students learn more in an active-learning environment than in a traditional lecture. And as more teachers move toward introductory classes that feature active-learning environments, test performance is improving, as is interest in these classes. The challenge

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Responding to Feedback

A Cover Letter Responding to Feedback

“The idea behind feedback is that it should make the revision process more strategic and ultimately improve the final paper.” (p. 64) However, as many faculty who have provided feedback on students’ written work have discovered, that objective isn’t accomplished as often as it should

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