Below, faculty discuss strategies and tools for assessment and feedback that support student learning.
Balancing Positive and Constructive Feedback
Listen to Profs. Diane Dechief from the McGill Writing Centre and Melissa Vollrath from Physiology discuss how to craft positive feedback to support student learning.
Interactive Coversheets for Targeted Feedback
Listen to Profs. Diane Dechief from the McGill Writing Centre, Tamara Western from Biology, and Jasmin Chahal from Microbiology & Immunology discuss how they each use interactive coversheets to facilitate the feedback process.
Focusing Feedback on Specific Question Types
Listen to Prof. Rosalie Bélanger-Rioux from Mathematics & Statistics describe how she sets up feedback for different question types and where she concentrates TA grading/feedback to maximize student learning in her course.
Interactive Coversheets for Targeted Feedback
Listen to Prof. Armin Yazdani from Physiology discuss how he limits comments on assignments to a short list of actionable items so that students do not feel overwhelmed by large a volume of feedback.
Listen to Prof. Armin Yazdani from Physiology discuss his approach to helping students improve their writing skills through multiple rounds of feedback.
Audio Versus Written Feedback
Listen to Prof. Diane Dechief from the McGill Writing Centre discuss the advantages of using audio feedback for course assignments.
Types of Audio Feedback
Listen to Profs. Diane Dechief from the McGill Writing Centre and Ken Ragan from Physics discuss two approaches to providing students with audio feedback and the learning benefits of each.
Providing TAs with Grading Feedback
Listen to Profs. Pallavi Sirjoosingh from Chemistry and Rosalie Bélanger-Rioux from Mathematics & Statistics discuss the importance of providing TAs with feedback on the grading process to improve grading consistency among TAs.
Listen to Profs. Jessica Flake and Richard Koestner from Psychology, Armin Yazdani from Physiology, and Danielle Vlaho from Chemistry discuss aspects of formative assessment.
Breaking Assessments into Multiple Components
Listen to Profs. John Stix from Earth and Planetary Sciences, Ken Ragan from Physics, and Melissa Vollrath from Physiology share their experiences with breaking assessments into smaller components across the semester to keep students on track.
Integrating Coaching into Assessment
Listen to Prof. Armin Yazdani from Physiology discuss how integrating coaching into the assessment and feedback process has improved the student learning experience in his course.
Flexible Assessment Using a Points System
Listen to Prof. Rosalie Bélanger-Rioux from Mathematics & Statistics discuss using a points system as a way to make assessment flexible while also encouraging students to attempt all course assignments.
Crowdsourcing Assessment Questions from Students
Listen to Prof. Tamara Western from Biology discuss how getting students to design questions promotes learning and course engagement while also generating question banks that can be used for assessments.
Open-Ended Questions in Large Classes
Listen to Prof. Pallavi Sirjoosingh from Chemistry discuss how remote delivery has changed her approach to creating assessments and the (dis)advantages of open-ended questions to probe student understanding in large classes.
3-2-1 Assignments to Promote Peer Learning
Listen to Prof. Jasmin Chahal from Microbiology & Immunology share how she uses the 3-2-1 assignment to identify what course concepts students find difficult and how she engages students in the process of peer learning to better understand these concepts.
Peer Assessment to Promote Peer Learning
Listen to Prof. Pallavi Sirjoosingh from Chemistry share how peer assessment activities during tutorials engage students and provide an opportunity for them to approach the course material differently than they would during lectures.
Being Mindful of Assignment Deadlines
Listen to Prof. Tony Mittermaier, Associate Dean of Student Affairs in the Faculty of Science, discuss setting assignment deadlines to avoid placing additional workload burden on students.
Managing Assessment Workload
Listen to Prof. John Stix from Earth and Planetary Sciences share his experience with modifying assessments for the remote context so that the course workload remains manageable for students and TAs.
Remote Assessment in Large Classes
Listen to Prof. Pallavi Sirjoosingh from Chemistry reflect on what learning advantages the remote context has provided for large classes and what to keep from the experience moving forward.
Readapting to In-Person Assessment
Listen to Prof. Melissa Vollrath from Physiology reflect on readapting to in-person midterms and finals and the potential impact of this transition on the student learning experience.
Listen to faculty discuss their experience with Crowdmark, an online tool integrated with myCourses that facilitates the grading process, particularly for large classes.
Quizzes in MyCourses
Listen to Profs. John Stix from Earth and Planetary Sciences and Ken Ragan from Physics discuss their experiences using the Quizzes tool in myCourses and considerations for first-time users.
Peer Assessment using Peergrade
Listen to Prof. Jasmin Chahal from Microbiology & Immunology share her experience with Peergrade, a tool integrated with myCourses that facilitates student peer assessment and feedback.
Peer Feedback using myDALITE
Listen to Prof. Tamara Western from Biology share how she uses the platform myDALITE to integrate peer learning and feedback into large classes.