We describe a method that instructors can use to grade tests and assignments that can be used in follow-up inquiry-based activities in class to review material. The grading process is essentially a sorting of student assignment/test responses based on the instructor's conception of what makes responses acceptable. The instructor can assign a grade…

This article focuses on the unique contribution of the QT-clicker regarding formative and summative assessment in a large flipped first year statistics module. In this module, the flipped classroom as pedagogical model first substituted the traditional teaching model. QT-clickers were subsequently introduced to enable active and cooperative…

In "Whatever It Is, I'm Against It," president emeritus of Macalester College Brian Rosenberg draws on decades of higher education experience to expose the entrenched structures, practices, and cultures that inhibit meaningful postsecondary reform, even as institutions face serious challenges to their financial and educational models. A…

Continuing a tradition dating back to 1968, this tenth study in a longitudinal series of surveys of the basic communication course has two goals: (1) to provide descriptive information about the basic course contemporarily and over time; and (2) to propose a framework for interpreting the impact of the extraordinary national and international…

During the pandemic, there were many discussions concerning how the pandemic was affecting students' learning and their ability to function in a remote classroom. However, the day-to-day routines and instructional strategies of teachers were being overlooked. The purpose of this research is twofold. The first is to provide examples and information…

Little is known about the use that sport and exercise sciences students of different levels of study at university make of grading rubrics. The aims of this study were to develop a greater understanding of the perceptions students and teaching assistants (TAs) have of grading rubrics when writing and grading laboratory reports, respectively.…

Institutional assessments of quantitative literacy/reasoning (QL/QR) have been extensively tested and reported in the literature. While appropriate for measuring student learning at the programmatic or institutional level, such instruments were not designed for classroom grading. After modifying a widely accepted institutional rubric designed to…

Purpose: The purpose of this paper is to highlight to universities the approach of professional associations in marking large volumes of assessments. Design/methodology/approach: The issues arising in marking large undergraduate modules in universities are discussed, before describing the approach typically adopted by professional associations.…

Student involvement in assessment is considered essential to assessment for learning (AfL), mainly for developing a shared understanding of what it means to be a competent learner. However, translating AfL into practice has been difficult because teachers are reluctant to co-share assessment responsibilities with students. Thus, this paper…

The development, use, and timely promotion of Open Education (OE) has been effective in addressing myriad educational concerns, including inclusivity, accessibility and learning achievement, among many others. However, limited information exists in the literature concerning how OE could enhance Generative Artificial Intelligence (GenAI), which is…

This article explores emotional aspects of national grade policies in Sweden as they are enacted in feedback practices at middle school level. Policy measures such as standardized testing and grades have over the last decades put emphasis on academic outcomes in Sweden. However, research suggests that this emphasis can impact students' emotions…

This paper proposes a comprehensive redesign of the introductory public speaking course for 100% online and asynchronous delivery, emphasizing peer review-based assessment. Research from the post-pandemic educational age informs this approach, which aims to meet the changing demands of online education for digital native students despite the…

Educators need to be wary of stifling imagination and creative thinking in our youngest learners. Education scholar Fang Gao discusses how it's not always about getting to the technically right answer, but allowing young learners to explore creative ways of thinking. She offers three ways to nurture this creativity.

Promoting student agency has been seen as the primary function for new generation assessment environments. In this paper, we introduce two models of self-assessment as a way to foster students' sense of agency. A socio-cultural framework was utilised to understand the interaction between student agency and self-assessment. Through a comparative…

Worldwide, open-ended questions that require short answers have been used in many exams in fields of science, such as the International Student Assessment Program (PISA), the International Science and Maths Trends Research (TIMSS). However, multiple-choice questions are used for many exams at the national level in Turkey, especially high school…