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
Use of online quizzing continues to grow. If taken online, quizzes don’t consume valuable class time. Grading occurs automatically and doesn’t consume valuable teacher time. Students get feedback immediately. The technology also offers a variety of format options. But do we know anything about how
What’s a “good” grade as far as students are concerned? What’s a “bad” grade? Are some grades “neutral” and cause neither disappointment nor pride? Where’s the cutoff for good grades and the starting point for bad ones? In the study referenced below, researchers solicited data
Finals that cover all the material presented in the course are decidedly unpopular with students. They much prefer exams that include one chunk of content at a time. But there are good reasons to make finals comprehensive. Consider these results from a recent study of
Students don’t like comprehensive exams because most of them don’t use good cross-course study strategies. They wait until finals week and then they start reviewing. Here are some ways teachers can help students develop and use study strategies that make preparing for and doing well
They’re the kind of questions that promote thinking and result in sophisticated intellectual development. They’re the kind of questions teachers aspire to ask students, but, according to research, these types of questions aren’t the typical ones found on most course exams. Part of the disconnect
Magna Publications © 2023 All rights reserved
