Fostering Learning Through Feedback and Reflection

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The chapter explores the importance of clearly defined standards and feedback in alternative grading practices, emphasizing the need for continuous reflection and adjustment. It discusses the value of feedback loops, minor teaching strategy adjustments, and the challenges of transitioning to forward-looking feedback. The conversation also highlights the significance of personal connections with students, vulnerability in academic settings, and the effectiveness of reassessment without penalties in fostering student learning.

David Clark discusses using alternative grading practices to foster student learning on episode 511 of the Teaching in Higher Ed podcast.

Quotes from the episode

As soon as there's a grade assigned, students tend to lose the intrinsic motivation they might have to learn these things and focus entirely on that extrinsic grade aspect.

Does this represent what I really care about?
-David Clark

Most of us are used to giving feedback in some way, but making it helpful is the tough part.
-David Clark

A reassessment always needs some reflective parts, some metacognition, because that’s part of the feedback loop.
-David Clark

People aren’t going to remember everything that they’ve learned in our classes for all time.
-David Clark

As soon as there’s a grade assigned, students tend to lose the intrinsic motivation they might have to learn these things and focus entirely on that extrinsic grade aspect.
-David Clark