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Dear Angie
Summer 2006
Dear Angie
Dear Angie:
Last year I found that students wanted more feedback than what is provided by a mid term and final exam. Are there any new assessment techniques I could try out that will provide more feedback without creating a ton of marking for me?
Marked out in Markham
Dear Marked:
It seems students are demanding more and more feedback these days. But as you mentioned, it’s tough to accomplish this without creating more marking for you! Here are some ideas that might fit the bill.
Random Sample Marking - 1
Require students to hand in a short written assignment weekly for 10 weeks – mark 20% per week on a random basis. Students can have from 1 to 5 assignments marked, depending on the random sample selected each week. Assign from 30 – 50% of the final grade to weekly assignments.
Random Sample Marking - 2
Require students to hand in 3 problems per class – mark 1 problem for all students per week but do not tell them which one will be marked. Assign from 30 – 50% of the final grade to weekly assignments.
In-class quiz with peer marking
Start each class with a 5 minute quiz of key concepts from the readings. Have students indicate student number only on their response. Collect responses and distribute randomly – have students mark the quizzes as you go over the responses – this will take 10 minutes. Collect all responses and record and report marks after class is completed.
Peer assignment marking
Require students to submit an assignment on a particular topic with their student number only indicated, on a particular date. On that date have each student mark another’s assignment for a period of time. Provide a sample solution and structure regarding how marks should be allocated. Marking each other’s work provides a different perspective and a unique learning opportunity for students.
Learning reflections
Give students 5 minutes at the end of class to summarize and reflect on what they learned in class. Each student hands this in as they depart. Comment on all, or comment randomly. It is usually best not to mark reflections, but to use this assessment to provide direction and to keep tabs on class progress.
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