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
“This is going to be very casual,” I tell each student at the beginning of their neurophysiology oral exam. “I’m going to ask you some questions; feel free to take your time and reference your notes.” My experience with oral exams began in high
When I first began teaching philosophy, I had a standard comment on assignments for students whose writing was unclear:
While you understand the content, you are having trouble getting down on paper what you know. Note the areas that I marked as
Formative writing assessments, like writing-to-learn activities, provide instructors with valuable and ongoing insights into student learning. Often ungraded, these activities or assessments can create opportunities for instructors to generate formative feedback that helps students see where they are in the course, what they are
There are three types of assessments. A diagnostic assessment comes before learning, is ungraded, and measures prior knowledge of the upcoming learning material. It can be used to determine what needs to be taught. A summative assessment comes at the end of learning, is
Those in higher education have long used assessments to measure learning, whether for a grade, to determine prior knowledge, or to see how well students are following a current lesson. But assessments can also serve as learning devices. One way to put assessment in
Compositionists universally acknowledge revision to be an essential stage of any writing process. Instructors who emphasize written assignments in their classes are likely to encourage greater student achievement when they build revision opportunities into the course. Beyond simple editorial corrections, a meaningful revision process
A true story: by the time I’d reached the ninth grade, I had a well-earned reputation as a jerk, albeit one with good grades. I was a jerk to my friends, a jerk to my teachers, a jerk in class, a jerk in the cafeteria.
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