grading and feedback
I recently had an instructor ask whether the feedback he was about to provide to a student was too harsh. He said the student’s writing was a mess and that there was no way that ...
It is widely assumed among faculty that students reward easy grades with good evaluations, which then becomes reason to dismiss student evaluations as unreliable. But a meta-analysis of various studies testing this hypothesis found that ...
In August 2017, Inside Higher Ed featured an article describing a controversial “stress reduction policy” that was part of a professor’s course syllabus at the University of Georgia. The policy was intended to prevent the ...
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. ...
How good are your students at assessing the quality of their work? Do they understand and act on the feedback you provide? I’ll wager that some students do. But the rest—they don’t know if what ...
There’s a lot to be gained from considering ideas and arguments at odds with current practice. In higher education, many instructional practices are accepted and replicated with little thought. Fortunately, there are a few scholars ...
Although still not at all that widely used, there’s long-standing interest in letting students work together on quizzes or exams. Upon first hearing about the approach, teachers’ initial response is almost always negative. Here are ...
For many faculty, adding a new teaching strategy to our repertoire goes something like this. We hear about an approach or technique that sounds like a good idea. It addresses a specific instructional challenge or ...
“Good job” “Vague” “Grammar” Do they look familiar? Students are used to getting the bulk of their feedback as these sorts of “margin comments” running down the side of their papers. Unfortunately, such comments are of almost ...
Classroom Assessment Techniques (CATs) are valuable tools for helping faculty find out what students are learning and how well they’re learning it. Since the 1988 release of Classroom Assessment Techniques: A Handbook for College Teachers by ...
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