grading and feedback

Strategies for Managing Feedback on a Large Scale

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

Read More »

Three Ways to Integrate AI in Online Teaching and Learning

The use of AI in higher education is growing, but many faculty members are still looking for ways to integrate it into their instruction. Here are three strategies we’ve used to incorporate AI—in grading, student artwork development, and online discussions—that can benefit both faculty and

Read More »

What We Gripe about When We Gripe about Grammar

Over 40 years of teaching, I’ve been to enough departmental grading norming sessions and scoring workshops to notice that not even English teachers agree on exactly what the term grammar means. For example, some of my colleagues get really bent out of shape when a

Read More »

How to Make Your Feedback More Effective

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

Read More »

Teachable Moments: The Grading Conference

Grading student papers may be the college instructor’s least pleasant duty. Most of us carefully mark each page, noting problems, questioning assumptions, and offering additional information, many times on the final version of the essay when it is too late to make improvements. I have

Read More »

Actionable Feedback in the Undergraduate Curriculum

When we return work to our students, we hope that they will study our feedback carefully and strive to improve their writing on the next assignment. Indeed, there are times when faculty may observe a student receiving a paper, looking for the grade, and then

Read More »

An Empathetic Approach to Writing Rubrics

“Response shows a complete lack of understanding.”
“Piece had no style or voice.”
“Position is incoherent.”
“Thesis is utterly incompetent.”
“Weak.”
“Ineffective.”
“Unsatisfactory.”

This is some of the discouraging feedback that we found in an interdisciplinary, cross-institutional survey of

Read More »
Archives
Teaching Professor Online Conference: Ready, Set, Teach

Get the Latest Updates

Subscribe To Our Weekly Newsletter

workforce-readiness-conference