I know for myself when I was taking an online course for my AS degree, I was obsessed with knowing my standing in the class. I am the classic overachiever, I guess, but I can understand why a student would feel anxious about knowing their grade. I think it was a good motivator for me to keep my grade where I wanted it. I felt it was my responsibility to know where I stood and improve the grade if necessary. Wouldn't it be great if EVERY student felt that way??
Kerry
Adelina ,
Sounds good. Students usually have enough angst already without unnecessary waiting to get results of testing, especially if they have devoted a lot of time studying in preparation for the exam. It's important to state beforehand when results will be available, then the instructor should do all to adhere to that schedule.
Barry Westling
I always correct my students test as soon as they're done. They are very appreciative and I like that they're not at home worrying and wondering how well they did on the test.
Chris,
This is terrific. Only the most unaccountable or disinterested student would not benefit from these grade and information sharing discussion sessions.
Barry Westling
I pride myself in informing students as to their progress in the course. This is typically done on a weekly basis throughout the course and provides me with an opportunity to speak one-on-one with each student. If there is any attendance or academic concerns, we can talk about it and come up with solutions before they become a bigger problem. It is also an opportunity to let students know they are doing a great job as these students can get overlooked because they are doing everything that is expected of them.
Sean,
Great. Students are only able to make critical adjustments in their study focus when they have current and relevant grade information to make informed decision making.
Barry Westling
I use an electronic grade book. After every test I print each students progress showing tests, labs, attendance and professionalism. I rarely have any issues with students.
ROBBIN,
I vary my approach, but at times, I have given the usual number of quizzes, but I broke down the tests to 4-5 "mid-terms", essentially providing no comprehensive final exam. It's sort of the teach-test method, and students know more clearly where their focus of study should be. Other times, I've mainly used the formative for quizzes and summative for tests.
Barry Westling
I believe it is best to evaluate students progress in the formative method. I like to do this to correct problems early on. Students like to have immediate input about how they performed something and I am able to do this.
The summative evals are great for giving the students the opportunity to get a positive response for a good job and knowledge as to what they need to continue to work on in the next term.
James,
Sure, and it's amazing what a bit of encouragement and advice from a trusted instructor can do to boost morale, interest, and performance, when the student feels their instructor is truly wanting to help.
Barry Westling
Student rely on the ability to pace themselves. Since my class will typically not be the only class they are taking, I must take into consideration their prioritization of time. Students often balance their focused time based upon grade status. If a student knows that they are not doing well in my class they will give it more time than other classes that they may be doing well in. Grades offer opportunities for students to improve and gauge their successes.
Tracy,
I like to be able give verbal appreciation and recognition to students regardless if they are doing excellent or marginal. In the latter case, I can give advice and suggestions for improvement. In all cases, the opportunity to encourage and build trust is optimized.
Barry Westling
Philip,
Perfect! Personal discussion also helps build trust, mutual respect, and improves morale.
Barry Westling
Dawn,
Great. Sometimes, if we can't get the graded material immediately returned, telling students when it will be graded and returned at least helps reduces some anxiety. If so, it's very important to adhere to the time stated when the tests will be returned.
Barry Westling
Adam,
Yes, without timely feedback students may flounder, adrift as it were, without clear direction as to how close or distant they are from the measuring points.
Barry Westling
Syed,
This is true. Even with electronic grading, I like to personalize sharing grades, performance, and progress as often as possible, as I believe this contributes to trust and improved relationship-building.
Barry Westling
Students like to know where they are at in a course. Keeping them informed helps them to keep working hard. Especially, if they are close in their points between an A or B. It can boost their confidence if they are doing well. That way they keep working hard until the end of the course.
I too am glad they have changed. Just like students teachers like to know in a timely fashion what we make on test. It gives them a sense of relief also.
I try to make it a point to keep students aware of their status because for me, it helps me understand where students are deficient or need extra support. This allows me to single out those with trouble in class and have the ability to offer assisstence in order to help the students in their education.
I think it is human nature to want to know how you do as soon as possible after a test. I try very hard to have scores available the same day. Rapid turnover and a chance to look at the test they just took will also enhance their retention of how to correct whatever they got wrong.
