There is growing interest in the pedagogical literature in something called feedforward. It is, as the name implies, the opposite of feedback, which provides input after the fact. Feedforward offers input focused on the future. It lets students know what they should be doing or
The rethinking of feedback as proposed by Boud and Molloy in an article referenced here involves something called “sustainable assessment,” and its overarching goal is equipping students to be lifelong learners.
Is this situation at all like what you’re experiencing? Class sizes are steadily increasing, students need more opportunities to practice critical thinking skills, and you need to keep the amount of time devoted to grading under control. That was the situation facing a group of
In a small study undertaken in three sections of intermediate macroeconomic theory, MacDermott compared three assessment policies in terms of their impact on the cumulative final exam score: 1) three in-class exams each worth 20 percent of the grade; 2) three in-class exams with the
It’s good to regularly review the advantages and disadvantages of the most commonly used test questions and the test banks that now frequently provide them.
That’s what they were first developed for (clear back in the ’70s, would you believe), and in the beginning they were used to assess written work. Now teachers are finding them useful in assessing a wide range of classroom activities and assignments: oral presentations, Web
Handing back graded work or posting grade results is not usually a favorite course event for teachers. There are always those students disappointed in their grades. Some simply look disappointed; others quickly switch from disappointment to anger. A few take it up with the teacher
A colleague of mine recently engaged with a new technology tool that has changed her life. She purchased and became a vigilant user of the fitness band. This wristband tracks her movement and sleep. Although fitness bands are cool tech tools, their “magic” is rooted
There continues to be interest in the kind of feedback that helps students make changes that improve their work. Take something called feed-forward, for example. It’s defined as “timely and constructive feedback that feeds into the next assignment.” (p. 451) Here’s a study that assessed
When student ratings first started being widely used and the research associated with them was prolific, many faculty objected to the focus on teaching effectiveness. “It shouldn’t be about me! I’m a good teacher if my students are learning. Measure how much my students have
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