10 Assessment Design Tips for Increasing Online Student Retention, Satisfaction and Learning, part 2
In the part one of this article, we started our exploration of assessment ideas for your online courses. We explored the value of designing ample opportunities for formative feedback. We examined the value of authentic assessments and the dangers of using assessment as a punishment. We also reflected upon alternatives or enhancements to the traditional letter grade system, as well as designing with the realization that most learners approach our courses as a buffet rather than a pre-served meal, and the implications for our assessment plans.
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.
In this 20 Minute Mentor program, Suskie demonstrates how multiple choice tests can be used effectively to measure the different types of learning that higher education requires, from memorized knowledge to conceptual understanding to thinking skills.
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.
When it comes to helping online students learn, few practices pack the pedagogical punch of quality online feedback. But common practices in face-to-face and online feedback can undercut the basic goal of feedback, which is to help students understand, and learn from, their missteps and mistakes. Learn how to upgrade your online feedback, making it more specific, timely, and effective—in less time than you might spend grading one paper.
One of the big challenges of teaching an online course is managing workload while providing the support and feedback that is essential to student success. A good way to become more efficient is to build an archive of grading comments to reduce the time it takes to provide feedback on assignments. By creating an archive, an instructor could insert a comment such as the following with a single keystroke:
It’s a conversation most faculty would rather not have. The student is unhappy about a grade on a paper, project, exam, or for the course itself. It’s also a conversation most students would rather not have. In the study referenced below, only 16.8 percent of students who reported they had received a grade other than what they thought their work deserved actually went to see the professor to discuss the grade.
At the end of a semester, do you find your office full of students wondering what their grade will be? Are they often complaining that their grade is much lower than they anticipated? It’s OK, we’ve all been there. The total point system approach to grading can reduce grading frustration — for your students and yourself.
We’ve all had conversations with students who want effort counted in their grade: “But I tried so hard … I studied for hours … I am really working in this course.” The question is, should effort count? Less commonly asked, however, is whether it should count in both directions. Students want effort to count when they try hard but their performance doesn’t show it. But what about when an excellent performance results without much effort? Should this lack of effort lower the grade? Beyond these theoretical questions are the pragmatic ones: Can effort be measured fairly, objectively? If so, what criteria are used to assess it?
Sometimes, in informal conversations with colleagues, I hear a statement like this, “Yeah, not a great semester, I doled out a lot of C’s.” I wonder, did this professor create learning goals that were unobtainable by most of the class or did this professor lack the skills to facilitate learning? I present this provocative lead-in as an invitation to reflect upon our presuppositions regarding grading.