Grading & Feedback
Research shows that checking for understanding is perhaps one of the most important components of a teaching sequence. Most teachers provide instruction on a topic and follow up with some questions. On a good day, ...
A lot of students are terribly optimistic about the grade they'll be getting in a course. They start out imagining that they're going to do very well, especially if they've decided it's an easy course. ...
It's an expressive writing activity, and it couldn't be much simpler or more straightforward. Before students start an exam, on a sheet fastened to the front of it, they spend five minutes (or some other ...
This article starts with the results of a question 170 students in cell biology courses answered during the first week of the semester: “What percent of the information you have learned in your university courses ...
Authors Kulasegaram and Rangachari propose moving beyond our understanding of formative assessments as “interim measures” that lead to the real, final assessments—the ones that generate the all-important grades. They suggest we stop calling them formative ...
Twenty years ago, many faculty didn't know what rubrics were, but today they are well known and widely used, both in practice and research. And like many other instructional innovations, they have come to be ...
Tests cause most students considerable anxiety. That's good, because it usually motivates them to study. However, when it's time to take the exam, excessive anxiety can compromise how students perform. They miss questions that they ...
They're questions that grew out of theology professor Barbara Blodgett's move to a new grading system. They're questions that poke at the premises beneath grading and they're relevant regardless of the grading system used. They're ...
It's a choice Susan Taft gives her MBA students. The class can choose to take a written quiz at the beginning of every class session (they meet once a week) or they can participate in ...
“This is not a C paper!” “This answer deserves more points.” “Half of my work on this problem is correct, but I got less than half credit.” Grades are terribly important to most students, so ...
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