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
Quizzes provide both students and teachers with a snapshot of student learning. But students often just look at the grade rather than think about the learning that it represents and what to do about it. Similarly, instructors often only look at class performance rather than
Proponents of rubrics champion them as a means of ensuring consistency in grading, not only between students within a class but also between instructors teaching the same class. Rubrics, they say, also clarify to students the standards of excellence on which they’re being assessed (Taylor
As educators, we’re all deeply invested in our students’ learning journeys. We’ve likely all experienced the challenges of assessing performance in ways that genuinely reflect what students know and can do. For many of us, traditional grading systems, with their reliance on letter grades, have
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
Rubrics have been indispensable in education for providing clarity on performance expectations, consistency in grading, and detailed feedback to students. Generative AI has revolutionized rubric development, offering higher education instructors new opportunities to enhance their teaching and assessment practices. As AI continues to evolve, it
Quizizz has long been a popular app for developing and delivering quizzes to students, and like many apps, it has received major upgrades with the integration of generative AI. These upgrades save instructors time and can personalize learning for each student.
Most professional program curricula focus on the required specialized knowledge and skills to meet the profession’s needs. Yet graduates need more than subject matter competencies to meet the requirements of their professional work. Our graduates must be capable of solving complex problems and have dynamic
Anxious not to be guilty of “policing,” many faculty work hard to prevent academic dishonesty by focusing on student motivation (making learning fun!), feelings (never prompt anxiety!), and (especially for professors who believe themselves to be au courant in terms of pedagogy) “scaffolding” assignments to
While written assessments are the most common tool for measuring learning today, the earliest form of assessment was oral. The Socratic dialectic used by the ancient Greeks, and still used today in Oxford’s tutorial system, combined learning and assessments through a conversation with the student.
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