Enhance student engagement, collaboration, and feedback in both asynchronous and synchronous learning with FeedbackFruits LMS-integrated teaching tools.
Research shows that grades are often not a good reflection of student learning and growth, and that being graded can be stressful for students. In addition, many traditional grading practices can exacerbate existing academic inequalities. We encourage faculty to design assessments that directly support student learning first, with their evaluative role considered secondarily.
We have compiled some options for creating assessment activities and policies which are learning-focused, while also being equitable and compassionate. The suggestions are loosely grouped by expected faculty time commitment. Many suggest ways faculty can provide students with skills practice, feedback on their performance, and opportunities for reflection on their learning processes and growth. In all cases, the suggestions below assume some course design fundamentals including assessments aligned with course learning objectives.
The Student Enhanced Learning through Effective Formative Feedback (SENLEF) project team have produced a publication with resources for practitioners wishing to improve their feedback practice to students or get some new ideas on how to enhance their current practice.
Over a period of nine months examples of current practice and innovative ideas on providing formative assessment feedback to students were collected from Scottish higher education institutions. The information gathered provided a collection of case studies, which forms the basis of the project.
This project also brings together the research on formative assessment and feedback and provides principles for good practice and workshop materials that will be included in the publication.
The publication includes: -
- A series of case studies
- A theoretical model
- Seven principles for good effective practice
- Workshop plans for using the materials.
Y. Mor, H. Mellar, N. Pachler, и C. Daly. Problems Investigations of E-Learning Patterns: Context Factors Solutions, Information Science Publishing, Hershey, PA, (2011)