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
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
Grading student papers may be the college instructor’s least pleasant duty. Most of us carefully mark each page, noting problems, questioning assumptions, and offering additional information, many times on the final version of the essay when it is too late to make improvements. I have
How many of us teachers have had this experience? You spend an afternoon reading student work and providing detailed feedback. You return the work convinced that your notes will help students deepen their learning and meet the course objectives. Then you see students glancing at
Feedback is more than post-assignment commentary. When employed correctly, feedback can impact students on a variety of levels. It helps direct what they should do with their time, how they should feel about their efforts, whether their motivation level is appropriate, whether they are meeting
As teachers, we spend countless hours staying up late, reading essays, and making comments to help our students improve. We walk a delicate line, wanting to give students enough support to develop their papers while not overwhelming them with red ink. We carefully foster their
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