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Grading & Feedback Techniques

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Faculty Development

on 10 January 2014

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Transcript of Grading & Feedback Techniques


Offer feedback that is specific, concrete and limited
Recommend a learning log
Add a one-sentence summary
Providing feedback is not merely an exercise in evaluation and score keeping. It should be a teaching opportunity as well.

Feedback needs to be clear and useful. This guidance should help students learn from their strengths and show areas for improvement. Focus feedback on being holistic and meaningful to the student.
Model how to fix a problem area
Show how you would fix it
Feedback in the classroom includes any information exchange between the facilitator and student about course activity that has the potential of leading to student learning (Thurmond & Wambach, 2004).
Faculty should evaluate student work based on the following key indicators:

•Organization, and
Instruct students to respond to such questions as, “What is the most important thing you learned?” and “What important question remains unanswered?”
Offer examples that are correct or well done
Diagnostic learning logs: Ask students to identify, diagnose, and prescribe solutions to their own learning problems.
Target one area of improvement for the next assignment
Add observations
Summarize the topic or concept in one sentence, describing what, where, when, how,whom, and why.
Documented problem solutions: work the steps of the problem and then advise students to track the steps they take to solve problems.
Weimer, Maryellen, PhD. 2011, pp. 1-2

Angelo, Thomas A., and Cross, Patricia K. Classroom Assessment Techniques: A Handbook for College Teachers (1993). Jossey-Bass.
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