Feedback and grading are important components of teaching and learning as these provide learners with information about their progress vis-a-vis the learning goals of the course. At the same time, not all feedback has to be graded. It is important to consider how best to use grading and feedback to promote the learning process while also aligning with RSPH academic policies.
Effective feedback
When providing feedback, it can be helpful to keep in mind what will help learners improve. In Seven Keys to Effective Feedback (2012) by Grant Wiggins, Wiggins lays out the following criteria for quality feedback.
- Goal-Referenced: align feedback with assignment goals and learning objectives.
- Actionable: Be specific about what to change.
- User-Friendly: keep feedback focused, straightforward, and understandable.
- Timely: provide feedback in time for it to be used.
- Ongoing: provide quality feedback often.
- Consistent: establish a pattern for feedback and maintain it during the semester.
Effective Grading
Grades are socially constructed systems intended to evaluate learners' performance with institutionally defined criteria and standards. For many of our learners, grades have taken on significant meaning, academically, professionally as well as in terms of self-worth. Many learners believe that their future employment and career success may be jeopardized because of less than perfect grades. Therefore, grades can be a source of great stress and anxiety for learners. To manage some of this tension, consider the following:
- Be clear and transparent about your grading policies from the beginning of the semester.
- Do not change your grading policy during the semester.
- Consider how frequently you provide feedback and grades during the semester; ensure that learners have a good sense of where they stand in terms of course performance throughout the semester; you don't want them to be surprised with a poor or failing grade at the end that they had no way of anticipating.
- Use grading rubrics.
- Provide examples of completed assignments when possible to clarify expectations.
- Consider building in flexible grading (e.g. dropping the lowest assignment/quiz grade).
- Scaffold assignments to help learners stay on track and to provide multiple opportunities to give feedback as they progress toward a final project (low-stake vs. high-stake assignments).
- Avoid norm-reference grading (grading on a curve), as it engenders competition rather than collaboration among learners.
CFDE offers additional guidance on Feedback and Grading.
Reference
Wiggins, G. (2012). Seven keys to effective feedback. Educational Leadership, 70(1), pp. 11-16.