Effective Grading and Efficient Feedback
In this workshop, participants will learn about the different uses and purposes of “grading” and providing feedback. We will introduce strategies for evaluating your grading criteria, incorporating multiple approaches to providing feedback, and encouraging students to engage with the feedback they receive. We will also address a few technological tools and techniques that may save you time in providing meaningful feedback to students.
After successfully completing this workshop you will be able to:
- (Re)evaluate your grading philosophy with the different purposes of grading in mind
- (Re)conceptualize the relationship between grades and feedback, as well as how and where to provide feedback
- Apply multiple techniques and technologies to grade efficiently and effectively and provide feedback that improves student learning
In the Library:
- Effective grading: A tool for learning and assessment in college. Walvoord, B.E., & Anderson, V.J.
[Kaneb Center LB 2368 .W35 2010]
Butler, R., & Nisan, M. (1986). Effects of no feedback, task-related comments, and grades on intrinsic motivation and performance. Journal of Educational Psychology, 78(3), 210–216.
Klein, T. W. (1990). Characteristics Which Differentiate Criterion-Referenced from Norm-Referenced Tests.
Schinske, J., & Tanner, K. (2014). Teaching more by grading less (or differently). CBE—Life Sciences Education, 13(2), 159-166.
- Mynlieff, Michelle et al. Writing Assignments with a Metacognitive Component Enhance Learning in a Large Introductory Biology Course. CBE life sciences education vol. 13,2 (2014): 311-21.