Assessments and grading often direct the student’s energy and effort. From essays to exams, this workshop looks at how the framing and grading of various assessments can be used to encourage students to reflect on their current learning and adapt their study approach to engage in deep learning.
By the end of the session, you will be able to
- Understand students’ affective reaction to the grade and its impact on study behaviour
- Differentiate feedforward from feedback
- Embed student self-testing reflection in course design
- Encourage students to engage with learning goals over grade outcomes
Session facilitator: Brenda McDermott