Grading, evaluating and providing feedback
Purpose of grading
When assignments are graded two sorts of information are generated: how well students understand course material, and how effective instruction has been. Both types of information support adjustments in practice. Students have the chance to try new study strategies if needed, and faculty members can adjust their instruction if necessary. Once grading is complete, students need feedback on their achievement. The quality and nature of the feedback determine how effectively students are able to respond.
Value of feedback
The most effective feedback is timely and clearly articulated. Students are highly interested in feedback shortly after an assessment, and their interest falls off as time passes and the course content moves on. An interesting exercise is to talk with students about what the marks on their papers, tests, assignments or projects means to them. The intent of the instructor and the meaning made by the student are often far different. New faculty members must be thoughtful about the nature of their feedback, and build in time to effectively respond to student work in order to maximize the impact of the instructor response.
Reflections on Feedback
Research Based Strategies for Providing Feedback
Based on Marzano, R.J., Pickering, D. & Pollock, J.E., Classroom Instruction That Works, Focus on Effectiveness,
Northwest Regional Educational Laboratory, Portland, Oregon
This site provides links and summaries of key research findings on providing feedback.
Types of Feedback
Types of Feedback and Their Purposes
Brookhart, S.M. (2008), Chapter Two, How to Give Effective Feedback to Your Students, Association for Supervision and Curriculum Development
This chapter offers specific feedback strategies, tables on timing, amount of feedback, and the nature of the feedback. Although the book targets K-12 teachers, the concepts are very pertinent to university faculty.
Fast Feedback
Davis, B.G.,Tools for Teaching, University of California Berkeley
This site is a chapter from a book on teaching. It offers numerous suggestions about effective feedback, including from students as well as to them.
Providing Feedback on ESL Students’ Written Assignments
Williams, J.G., (October, 2003). The Internet TESL Journal
This article addresses common practices, what is working, what is not, and suggestions for effective feedback.
Effective Faculty Feedback: The Road Less Traveled
Stern, L.A. & Solomon, A. (2006). Assessing Writing, Vol. 11, No. 1, p. 22-41
This article analyzes faculty comments on assignments, and reviews tips for effective grading practices.
Grading Written Assignments
Jackson School of International Studies, University of Washington
We can all be overwhelmed by the grading process, but this site offers tips that reduce grading time and are more productive.
Tips and Strategies
Strategies for Providing Feedback
Pedagogy and Learning, Illinois Online Network. University of Illinois
Specific strategies for communicating with students are described, with links to examples.
Creating Grading Rubrics for Writing Assignments
Flash, P., University of Minnesota
This site explores the use of rubrics to grade writing assignments.
Technology and Assessment
Blackboard at Duke Tutorial
This YouTube video covers grading using Blackboard 8.
