Good instructional decision-making rests on accurate information. And in the case of tests and exams, we should be seeking student input more often than we do. No, we aren’t asking whether they want exams or what kind of exams they like. We need to know
Students will complete a series of short essays about the idea of fairness in different ethical theories. Students will reflect in writing on the following question: what is fairness or how does this idea contribute to, support or challenge my idea of fairness? Another question
Students in a general psychology course completed weekly surveys on various aspects of the class. They reported their attendance, and if they used laptops during class for things other than note taking (like checking email, instant messaging, surfing the net, playing games). They also rated
Student course evaluations (SCEs) are now a standard feature in higher education. However, despite the effort and credence given to SCEs, in many cases students don’t seem to take them all that seriously. They have a general impression of the course and the instructor, and
We’ve all done it: asked students to switch papers before turning them in for editing and peer review, only to receive superficial comments and vague critiques that make us wonder if peer review is really worth the time. Some of us have students put sentences
Research has documented the value of reflective journaling in both face-to-face and online courses. It is especially beneficial for beginning students in first-year seminar courses. But I hear you asking, “What professor has the time read a whole stack of journals?” And I would have
New college students come to postsecondary education with some accurate expectations. They expect that college will be harder than high school. Most anticipate having to study more. But they also expect that those study approaches that served them well in high school will work equally
I’m a strong believer in the benefits of students studying together, even though students don’t always understand or even experience the benefits. Oftentimes the potential gains of group study sessions are compromised by student behaviors. Students will saunter into study sessions, mostly not on time,
Typically, when students review each other’s work, it’s a formative process. They offer feedback that ostensibly helps with production of the final product, which is then submitted and graded by the teacher. But that’s not the only option.
Cultivating student creativity is more and more being touted as a fundamental objective of education. We are also hearing more and more about the benefits of peer review activities for student learning. However, some have claimed that peer review of student work dampens creativity (Hurlburt,
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