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.
As educators who focus on facilitating meaningful learning and genuine reflection, we are painfully familiar with the questions students often ask that demonstrate anything but:
Feedback on performance is one of the most important factors to learning (Cavalcanti et al., 2021). But feedback need not come only from instructors. Students can learn from getting feedback from other students. It not only improves their work but also teaches them to
With the end of the semester looming, how often have you begun class wondering where the students have gone? Does it seem like the first day of class had every seat filled, but now there are a lot more seats open? That used
Magna Publications © 2024 All rights reserved