Responding to the demands of remote teaching and assessment during COVID, instructors learned to adapt their practices and become more creative and flexible in their
This article first appeared in the Teaching Professor on September 26, 2016. © Magna Publications. All rights reserved. Editor’s note: There are two articles in this
What is wrong with grades? Instructors and students have different ideas about what grades are supposed to measure: Should they be about how much students
Giving feedback in university courses allows for the provision of supportive ideas for improvement, elaboration, and/or heightened thinking as students prepare for job factors outside
It has been estimated that college students across the globe devote in excess of a billion hours per year to “disposable” assignments (Wiley, 2016). Students view
This article first appeared in the Teaching Professor on October 1, 2017. © Magna Publications. All rights reserved. In face-to-face courses, learning is compartmentalized into blocks that
Disheartened by a lack of enthusiasm from her students, an experienced faculty member stopped by our Center for Teaching and Learning last semester seeking support
When I was a principal, I regularly participated in collaborative reviews of student work meetings. These meetings had three specific purposes: (1) reflection on instructional
In this educational assessment guide, we’ll answer questions such as: What is the purpose of educational assessment?What are the benefits of assessments?What are the main
This article first appeared in the Teaching Professor on March 11, 2019. © Magna Publications. All rights reserved. How many of us teachers have had this experience?
