In last week’s column, I cautioned that while peer review has many benefits, these aren’t automatic, and there’s also the potential for harm. Here’s a
Students can learn a lot from peer assessment, whether they look at each other’s written work (papers, lab reports, informal reaction papers); presentations (speeches, panel
Students need feedback that helps them improve, and that includes identifying their errors. Without corrective feedback, efforts to improve limp along. But do students need
How do we get students to collaborate on group projects? Too often their involvement feels forced, their engagement superficial, and their interest minimal. Students do
Why is this article worth discussing: College doesn’t offer students much guidance or practice self-assessing. In college, teachers grade student work. Students don’t have the
I’ve been refining my thinking about self-assessment with help from a colleague and some reading. Much of what I’ve been considering applies to teacher self-assessment
We’re in another academic year that’s got us navigating uncharted waters. Most of us are back on campus and in the classroom. What’s happening at
It’s easy to get focused on how much students don’t know. We all have stories—such as my student who, when I said “paradigms,” heard “pair
Originally, I added a few lines from a prose poem at the end of the compilation of reader responses to our queries about the questions
Sometimes courses with large enrollments spawn useful innovations, and this study looked at one empirically. Large courses almost always mandate the use of multiple-choice tests,
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