|Our procedures are a bit more involved than this...|
One trend I have noticed in my teaching evaluations is captured by the student comments below:
- Grade our home workshops. For the most part, if there is no checking of the work I won’t do it.
- Would have liked more graded homework problems. I think students who spend time doing homework should be rewarded.
- He didn’t grade any of the work we did for homeworks (sic). I put in a lot of hours on homework and didn’t get grades out of it.
Timely feedback is important in any grading system, and I also wonder if these requests for more graded work might be a veiled request for more frequent feedback. I tend to use peer-feedback through small group discussions as a primary mechanism for checking for understanding. But perhaps what my students are telling me is that this peer-feedback is not enough. To address this possibility, I have re-initiated a practice I had not used in several years: I am having students lead daily homework presentations. I will be monitoring whether this strategy, along with the SBG system and the peer- and self-evaluation procedures I am using, is giving students sufficient opportunities to receive timely feedback on their attempts.