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听听

Diane Dechief, Office of Science Education
Melissa Vollrath, Physiology

Support student learning and growth with a balance of positive and negative feedback.

Interactive Coversheets for Targeted Feedback

Increase student learning and streamline the feedback process in large classes using interactive coversheets.

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Prof. Rosalie B茅langer-Rioux, Mathematics & Statistics

Focus feedback on conceptual questions rather than computational questions to maximize student learning and make the most of TA grading time.

Prof. Armin Yazdani, Physiology

Limit comments on assignments to a short list of actionable items so students are not overwhelmed by a large volume of feedback.

Prof. Armin Yazdani, Physiology

Integrate multiple rounds of feedback into course assignments to help develop students' writing skills.

Diane Dechief, Office of Science Education

Consider the differences and learning benefits of both audio and written feedback on course assignments.

Diane Dechief, Office of Science Education

Take into account these approaches when crafting audio feedback.

Prof. Pallavi Sirjoosingh, Chemistry
Prof.听Rosalie B茅langer-Rioux, Mathematics & Statistics

Improve grading consistency in large classes by providing feedback to TAs on the grading process.

听

Prof. Jessica Flake, Psychology
Prof. Richard Koestner, Psychology
Prof. Armin Yazdani, Physiology
Prof. Danielle Vlaho, Chemistry

New formative assessment? Take inspiration from the following discussion.

听

Prof. Ken Ragan, Physics
Prof. Melissa Vollrath, Physiology
Prof. John Stix, Earth and Planetary Sciences

Keep students on track by breaking assignments into smaller components across the term.

听听

Prof. Armin Yazdani, Physiology

Integrate coaching into student assessment and feedback to improve learning gains.

Prof. Rosalie B茅langer-Rioux, Mathematics & Statistics

Encourage students to attempt all course assignments by using a flexible points system for grading.

Prof. Tamara Western, Biology

Promote learning and engagement in large classes by involving students in designing assessment questions for midterms and finals.

Prof.听Pallavi Sirjoosingh, Chemistry

Consider the (dis)advantages of open-ended questions to probe student understanding in large classes.

Prof. Jasmin Chahal, Microbiology & Immunology

Engage students in a 3-2-1 peer learning assignment to tackle difficult course concepts.

Prof. Pallavi Sirjoosingh, Chemistry

Actively involve students in the learning process by using peer assessment on small-stakes assignments.

Prof. Tony Mittermaier, Chemistry

Consider student workload and study breaks when assigning deadlines to reduce course-related student stress.

Prof. Melissa Vollrath, Physiology

Prof. Vollrath discusses readapting to in-person assessment and its potential impact on student learning.

听听

Crowdmark

Prof. Ken Ragan, Physics
Prof.听Tamara Western, Biology
Prof.听Pallavi Sirjoosingh, Chemistry
Prof.听Melissa Vollrath, Physiology
Prof.听John Stix, Earth and Planetary Sciences

Thinking of using Crowdmark听to expedite grading? Take inspiration from the following discussions:
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听听听听

Prof. John Stix, Earth and Planetary Sciences
Prof. Ken Ragan, Physics

Listen to faculty advice for first-time users of the Quizzes tool in myCourses.

听听听听

Prof. Jasmin Chahal, Microbiology & Immunology

Use 听to streamline peer assessment and feedback activities with students.

Prof. Tamara Western, Biology

Integrate peer learning and feedback into large classes using , an online, interactive problem-solving platform.