Grading Smarter while Students Learn
Track
Research Project / Learning Theories and Pedagogy
Abstract
The presenter designed assignments based on aspects of the brain that encourage students to make connections between concepts and are easy for the instructor to grade. This mixed-methods study used a questionnaire with twelve 5-point Likert scale questions and eight open-ended questions. The results of this study, which included 27 education undergraduate students, indicated that students put in a lot of effort on these assignments, were okay with receiving less feedback, learned as much (if not more) on these assignments as typical course assignments, and preferred that other professors use similar assignments. In addition, when asked about preferences on the feedback that students receive in a classes, students suggested that their grade is not more important than the feedback that they receive and would rather receive more feedback and the professor take more time to grade than less feedback with an assignment returned quickly. The objectives of the presentation are to use active teaching strategies (e.g., think-pair-share and fish bowl discussions) to: (a) share the results of the study and (b) have participants participate in this type of assignments and plan how they could implement this type of assignment in their classes.
Session Format
Presentation Session
Location
Room 217
Recommended Citation
Divoll, Kent, "Grading Smarter while Students Learn" (2016). SoTL Commons Conference. 68.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2016/68
Grading Smarter while Students Learn
Room 217
The presenter designed assignments based on aspects of the brain that encourage students to make connections between concepts and are easy for the instructor to grade. This mixed-methods study used a questionnaire with twelve 5-point Likert scale questions and eight open-ended questions. The results of this study, which included 27 education undergraduate students, indicated that students put in a lot of effort on these assignments, were okay with receiving less feedback, learned as much (if not more) on these assignments as typical course assignments, and preferred that other professors use similar assignments. In addition, when asked about preferences on the feedback that students receive in a classes, students suggested that their grade is not more important than the feedback that they receive and would rather receive more feedback and the professor take more time to grade than less feedback with an assignment returned quickly. The objectives of the presentation are to use active teaching strategies (e.g., think-pair-share and fish bowl discussions) to: (a) share the results of the study and (b) have participants participate in this type of assignments and plan how they could implement this type of assignment in their classes.
