Grades as motivation
For many of my students the ultimate motivation is their grade. Immediate feedback is of course critical. When we don't give feedback within 72 hours I start getting calls and emails. But, I'd like to know if there are additional ways to integrate grade-based feedback into teaching. I mean, there are the traditional exams, quizzes, discussion points, papers, etc., but are there other creative methods that I'm missing?
Gordon
Caitlin,
I agree with your desire to give good feedback on their assignments. I do the same because I want to be able to understand where they are coming from and to see how they are receiving and processing the information I give them. It does take a little longer but the student feedback from doing it says it is all worth while. I also use a grading rubric so I can zero in on where a student got or lost points when I have a conference with that student. Saves time and helps with student understanding.
Gary
Gary Meers, Ed.D.
The section in this module regarding giving timely feedback and grades struck a cord with mw. I spend a lot of time giving feedback on graded assignments. I think it is so important that students know that I am reading their assignments and providing rationale for my grade. However, I do sometimes take a little longer grading because of this.
Very true. Sometimes I feel that grades get in the way of learning. Students are so focused on them instead of learning the course material. It's a bit zen, I think: squeeze harder and the water slips through fingers. Aim for knowledge and the grade will follow.
Hi Chris,
I like this as well in that with daily reminders the students can see the importance you put on things like dress code, timeliness and sanitation. By the end of the course they know that these items are essential to their future career success.
Gary
I use daily participation as a motivator, as well as dress code timeliness, and sanitation. The students seem to respond well to this.
Hi Mike,
Good point. These students really need to be able to understand this concept. Practical implementation of skills is what is going to determine career success. The more the students understand this the stronger they are going to be in their careers.
Gary
in baking grades are less important than knowing how to "make it work" in real life
Absolutely. I totally agree with you. I try to avoid tests and have student submit projects as much as possible. This also gives me some idea of their writing skills as well. I can work with students on writing skills as well as determine through projects whether they really digested the information or not.
Thanks for the quick response!
Hi C Kennedy,
Quick feedback must also be accurate so if the nature and complexity of the projects are such that extra time is needed then the students will understand and it reduces some pressure on you. I also like to grade as much as I can on projects and skill development. This to me is the value of what they are learning and will take with them into their careers.
Gary
72 hours is not much time to take the time to grade thoroughly. Our college used to have this deadline, but since they have realized that instructors need more time if proper feedback is to be given to students along with their grade. That doesn't really answer your question however. I try to play games with students to help reinforce what they are learning. This seems to help with thier tests or evaluations. I also try to do projects instead of tests. This is another way to assess what they are doing.
Hi Kristina,
I to integrate professionalism in the grading process. Since I am preparing students to be professionals I want them to know the standards of the field as well as reflect those standards through their behavior and abilities.
Gary
Some instructors include a professionalism grade. Factors in professionalism include respect for other students as well as the instructor, following the established dress code, timeliness of assignments, etc.. Students are updated on their professionalism grade regularly throughout the course.
