Students need to know where they are in a course. There is both an academic and a practical reason for this. If they fall behind, they have the ability to withdraw. If their grades are current and they notice a slip in their numbers, they can take steps to improve.
I believe it helps keep them on track and motivated to do better if they are having issues. Also it helps me direct them to the areas they need to work on or where to get extra help.
It is important for a student to know where they stand so they have an idea of what exactly they have successfully learned, and where they might need to apply themselves more thoroughly in becoming comfortable and competent with the course material. Some students are also very motivated to try even harder to do well by keeping themselves informed of the total number of points they have accumulated in the class so far.
Hi Melanie:
I think the quicker we can report grade information, the appreciative the students will be. Many istitutions are now using electronic grading or electronic courses, even for on-ground delived courses. In these settings, all grading is vitually instantly reported and is available at any time the student wishes to view it.
One important principle that can get lost in all the technology is that human touch. Even though the student may have access to grades, that sould not be a substitute for personal, one on one connecting. Informing student how they can achieve better grades or perform better is just as important as what their grades are.
Also, one on e give s us the opportunity to provide encouragement, support, advice, assistance, clarification, and very important, genuine concern that demomstrates we care about the students success. It's hard to convey that in an email or just by posting grades with comments.
Regards, Barry
Hi Sandra:
Frequent sharing of class performance is very important. Also, besides just giving grade information, it affords us the opportunity to encourage, motivate, offer support and assistance.
We want to be able to tell our students how they can improve, what stepts or actions are needed. As you say, we don't want the student to experience surprises at the end of a course.
Regards, Barry
Students are expected to attend class, complete assignments, and take the exams. One of the jobs students expect from us to you be prompt at getting the homework and exams completed. Many students anxiety decreases once they know how they did, what concepts they understand, and those areas to focus more on.
I think this is a great tool to use. I feel it puts more responsibility on the student to want to do well, because if they keep track of their grade its right in front of them when they want to take a look at it. Helps to keep them on track and to stay focused, and again they won't be surprised when you sit down with them to talk about their final grade.
Hi DeVaria:
Yep. I guess students are the same everywhere...they'll try to find a loophole in their accountability if we're not careful.
Yes, it's important to not only share where they're, but how to improve. I share suggestions, advice, and offer help and assistance, if the student want it and takes advantage of it. By encouraging and being supportive, I can usually motivate students to try a bit more and usually see better results.
Regards, Barry
It is important to keep the student informed so that not only you but also the student are able to evaluate their progress. I inform my students so that they won't be "surprised" when their final grade is delivered. After the first test, I speak with those students who score below a "B." I explain to them that they have 3 more weeks to increase their grade and that we should re-examine their study habits or either they can meet me for tutoring before the start of class. Always document the meetings just in case you run into a student who says, "I didn't know and she didn't tell me." My documentation includes a signature and date from the student.
Hi Joyce:
Boy, you're preaching to the choir here. Of course, we have to have objective ways of measuring learning, but as we agree, it's the learning that is the focus, not the grade. The student probably doesn't think that, but I reason what good are points (especially extra credit points) if the student doesn't learn the required material?
Regards, Barry
Cynthia:
Good course status discussions should bring students into a reality of understanding where they currently are performing, and where improvements are needed. This ought to include "how to go about it" as well as "what needs to be done". Like you said, this is where we can encourage, assist, suggest, etc. When we show genuine interest, students will appreciate our efforts and maybe try harder (if that's what's needed).
Regards, Barry
Hi Eric:
Yes, anxiety about performance can really wear on students. Anxiety stem from fear, fear of failing, of lower performance, fear of failure. So we can combat that anxiety by reassuring students when we discuss grades, offer suggestions and assistance, and not just inform them about their grades but bshow them how they can improve them. Does take time, but students will apopreciate it.
Regards, Barry
Hi Kate:
Great. I believe 1-on-1 is really the best connection time we can have with our students. Besides grade and performance discussion, sharing advice and suggestions, offering encouragement and support, and helping the student know how they can improve are all part of that special time we have with our students. Even listening to non-class related events is useful as I believe it conveys we care and want to assist with the students success in the class.
Regards, Barry
Gerard:
Great. Electronic grading helps provide current grade information. As you point though, it doesn't (and shouldn't) substitute for personal communication. That connection allows us to offer advices, assistance, along with encouragement and confidence. There needs to be some way to help students know not just what their grades are but how to improve them.
Regards, Barry
Tony:
Yes, we can show them wher their status is, but we can also assist them them in working towrds improvement. Assistance and suggestions are welcomed, and providing that in a patient, kind, and helpful manner will be appreciated.
Regards, Barry
Hi Ron:
It's true they will know, but a big part of sharing information to also assist in showing how to achieve it. So, this is a great time to offer suggestions, give assistance, encourage and motivate - basically conveying we care and are willing to help achieve the improvements the student is seeking.
Regards, Barry
Linda:
Yes, I agree when a student feels they are being regularly informed it produces more confidence. We can inhance that by being positive offering encouragement, suggestions for improvement, and just genuinely interested in helping the student. We want the student to feel we care about their success.
Regards, Barry
Frequent, regular assessments are requisite as they allow the student to know how they are doing in various areas of their education. It helps applaud good results and point out areas of weakness. This is especially important: they must know where they need to apply increased efforts. Most students are cognizant of their strengths and weaknesses. For these students, the instructor is providing affirmation, guidance, assistance. For those who have erroneous perceptions of their performance, these review are essential to keeping them on track.
Amanda:
Good students are always interested in their status; while all students should be interested. Establishing a regular pattern abd frequency will increase the attention of students. Also, we use this time to be genuinely kind and courteous, encouraging and helpful, basically showing the student we care about their succes.
Regards, Barry
A student needs to understand the correct methods before they reinforce the incorrect methods. Unfortunately, grades tell the students clearly what they know and do not know. I say unfortunately because many times the grade is more important than the knowledge. The trick is to encourage them to care more about the learning than the grade.
