Hi William:
This is a terrific example and conjures up thoghts about how this "instant feedback" process could be adapted to classroom lectures and activities. I already use a "Teach, ask a question to a non-vol;unteer student, calify, then go on with the lesson". This check for understanding works but takes time. Maybe someone's dissertation could center on "Bridging Clinical Proficiency and Classroom Instyruction"?
Regards, Barry
My students have clinical skills check offs that must be observed. This gives students immediate feed back about how they are doing. We have the ability to redo any item that are questionable and it helps to ensure that when they finish the course they will be compitant to work
Hi Emma:
Sounds like a good plan. For me, in a 15 week session, I would intervene before midterm, perhaps several times, especially for the lower performing students. I think they need more help and also time to correct they performance. Wainting too long may prevent enough time to use our sugesstions for advice on improvement. But each teacher needs to decide what works best for their students.
Regards, Barry
If the course is a 15 week session, I normally call students on a one-on-one, face-to-face, to inform then of their status (after the midterm exam); I also inform them of what they need to do to improve where they need to improve, and also most importantly, I tell them where they excel,
Students with attendance issues are the most challenging for me to speak with....but nevertheless, I know that the Truth hurts, but I tell them nevertheless, the Truth and the Consequence of "poor attendance = inadequate learning
Hi Robert:
Good deal! Early intervention is a great strategy to assure there will enough time to make corrections (if those are needed). Taking time with students reinforces the confidence students should have for thier instructor.
Regards, Barry
Hi Joseph:
I think most people of any age are interested in where they stand in a given setting, i.e., the classroom or course performance. Thereore, effort to make sure ample time and frequent sharing of information is well worth the time spent. Even with electronic grading systems, the face to face, human touch helps build trusting relationships.
Regards, Barry
I use an electronic grading program to calculate averages as we proceed in the course. We counsel all students at mid-term concerning their grades, good or not so good. Using electronic grading allows me to catch a problem before that mandatory counseling and also between mid-term and final grades.
Hi Sheena:
In fact many institutions are moving towards electronic gradebooks that allow the student to check their grades anytime they want via internet access.
Regards, Barry
students need to know where they stand. They tend to very intent on keeping track and waiting and worrying about grades is wrong and can really put off a class against the instructor
Hi Robert:
There are probably many efficient ways to get this done. A lot of institutions are moving towards electronic gradebooks to make this process as efficient as possible.
Regards, Barry
Hi Chris:
Right! When we share grade and performance data the student should understand where they're at and what needs to be done. We can give adive and suggestions (the cake), and offer support and encoragement too (the icing). Yum-yum!
Regards, Barry
Hi Jill:
I agree about students not ever being surprised. If we've done our job, students will always have a pretty good idea where they're at, and what needs to be done to improve their grades.
Sharing course information is also a great opportunity to just care a bit, offer encouragement and be supportive. I think student apprecite knowing their teacher cares about their success and progress.
Regards, Barry
Hi Jeff:
Good process. Students appreciate being in the know, and what they can do to improve their grades. I think each opportunity to talk with students also gives us an opportunity to lend support and/ or encourage. It costs nothing but can pay back large!
Regards, Barry
I have, at all times, a running tally of their grades and can show them how a higher or loer grade can affect them on the next day.
A student should never be surprised when he/she is informed of the grade. I see two benefits of informing students of their status. First, it ensures the accuracy of the data. Sometimes students question an absence or tardy, and I can refer to my comments in the grade book or refer to the sign-in sheet if necessary. Students need to see and know that the data is correct. If there is a discrepancy, it allows sufficient time to investigate and make corrections, if necessary.
A second benefit of keeping students informed, is that it helps them see the big picture. If a student earns a perfect score on a home work assignment but fails a test, the student may think that the two assignments even out. What they frequently fail to realize is that assignments are weighted differently. Failing a test has far more impact than failing a homework assignment.
I have found that using a grade tracking handout that lists all of the assignments and their weights to be a helpful tool. I require all students to record their grades, and I use that handout as a starting point when we meet to discuss their grade.
Hi Kay:
True! Students who know where they stand are often driven to even better. The same is true for marginal students - when they understand they may fail if performce remains at the same level, that can be quite motivating to do better to avoid failing a class.
Regards, Barry
It is important for students to know their status in the course so they can figure out how much they have picked up from the course and if they need to go back and work on certain areas or get extra help.
An informed student is one that is always striving for more. If you know where you are, know where you want your scores to go, then you are the one driving the train to get you there.
Dr. Basant:
Good. We can offer advice and suggestions for improvement, and also encourage and offer support. This shows we care.
Regards, Barry
Hi Larry:
Feedback "feeds"; whereas starving results when feeding is absent. I like to five status reports frequently, face to face, and early on (to give time for improvement). I can also use the time to offer advice, support, and convey my interest in the students success. They will appreciate that.
Regards, Barry
