image shows breakdown of grades and unsubmitted work, incomplete work, absences, and drafts.
Lillian Reeves Active Learning, Engaged Pedagogy, Faculty Development, Student Success, TILT, Uncategorized, Universal Design for Learning

Contract Grading Increases Student Engagement and Reduces Anxiety

Have you ever had a student approach you and ask, “Dr. Reeves, what do I need to do to get an A in your course?” I have. I often suggest reviewing the syllabus and the percentage points associated with each grade category. I suggest reviewing the rubrics, planning ahead for upcoming due dates, and working … Continue reading Contract Grading Increases Student Engagement and Reduces Anxiety

Formative Assessment Cycle: Gather evidence in quizzes, observations, self-assessments; Evaluate Progress and interpret growth; Provide Feedback that is timely, specific, and meaningful; Adjust Process to update activities, add/remove checkpoints to improve the quality of evidence of progress
Lillian Reeves Active Learning, Engaged Pedagogy, Student Success, TILT

Formative Assessment and Success-Oriented Feedback

Formative assessment is often discussed in K-12 settings as a standard and expected part of curriculum delivery. In higher education, however, conversations about formative assessment have been somewhat more elusive. Traditionally, we rely on the high-stakes midterm, project, paper, final model which leaves little room for formative assessment that can foster growth. Using formative assessments … Continue reading Formative Assessment and Success-Oriented Feedback