grading and feedback
There are many ways to provide feedback to students in an online course. When selecting the type and frequency of feedback, consider what the students want and how they will benefit from it without creating an unreasonable amount of work for yourself. In an interview with Online Classroom, Rosemary Cleveland, professor of education, and Kim Kenward, instructional designer at Grand Valley State University, offered the following advice on how to manage feedback in the online learning environment:
How much time do we put into the design of the assessment plans in our online courses? Is most of that time focused upon summative graded assignments that factor into the course grade? Or, do they also include opportunity for practice and informal feedback?
Here’s the conclusion of a small but intriguing study. Its findings reveal “only limited support for the idea that students actually do respond to feedback and make changes in a subsequent piece of assessable work consistent with the intentions that underlay the provided feedback.” (p. 577)
If there’s one thing faculty and students have in common, it’s a desire for better grades. Linda Suskie, author of Assessing Student Learning: A Common Sense Guide, explains practical ways rubrics can improve your grading practices.
When you are a math teacher you are often faced with the dilemma of whether to assign partial credit to a problem that is incorrect, but that demonstrates some knowledge of the topic. Should I give half-credit? Three points out of five? My answer has typically been to give no credit…at first. However, taking a page from my colleagues in the English department (and grad school), I do allow for revisions, which ends up being a much better solution.