I am a fan of articulating learning objectives or expected learning outcomes. (They are outcomes once they’ve happened. Expected outcomes or objectives when you start.) Articulating clearly what you expect students to learn as a result of taking your course can benefit students. It makes it easier … [Read more...] about On defining learning objectives
Marking student’s work is hard for many people. Emotionally hard. This example captures how that emotion affects your work process: Grading is a very unpleasant activity; even for those of us who enjoy coming to class and engaging our students in lively discussions about the subject of the day, … [Read more...] about Thoughts on the emotional toll of grading
Chris Atherton's most recent blog post makes a great contribution to debates about assessment, and essay writing in particular. Getting Students to Build Things Out of Concrete (Examples, that is) Go read it and come back. This post started as a comment that got out of hand. I'll wait. Tum … [Read more...] about Writing essays is not a generic skill
Seems like a pretty weird question, eh? Marks = assessment Or do they? Are you using marks for behaviour modification? Do you give marks for regular attendance? Do you give marks for "participation"? Do you give marks for anything else that is not a measure of having learned … [Read more...] about What is the purpose of your marking scheme?