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Providing Feedback and Grading Students rely on and appreciate regular feedback and prompt grading because it helps them gauge how they are doing in a course and what they can do to improve. Feedback In a face to face course, informal feedback can be given through casual conversation or, more formally, through comments on assignments. Finding ways to provide similar feedback is possible in an online class and increases students’ sense of engagement. Online feedback takes many forms and can be directed to the entire class or individual students. Consider sending a message to all students who did well on an exam using the Canvas gradebook message feature. Share common mistakes from a recent assignment with the entire class in a Canvas announcement. Add a rubric to an assignment for efficient grading. In Speedgrader, add comments to an individual student’s assignment using the markup feature, video and audio feedback, or the comment box. Are there opportunities to share common areas of feedback with the entire class? You could use a short video to reteach a concept many students struggled with or create an announcement including the top 5 missteps for a recent essay assignment. At what points in time do you want to provide common feedback (e.g., after an exam or large assignment) to students? For what activities, assignments, or assessments do you want to provide common feedback? What feedback requires individualized comments? These could be provided via comments using SpeedGrader in Canvas, rubrics in Canvas, or email. At what points in time do you want to provide individual feedback? For what activities, assignments, or assessments do you want to provide individual feedback? Could peers provide feedback for certain activities, assignments, or assessments through a group discussion board or peer feedback tool in Canvas? Grading Consider creating a grading schedule to help you keep up with incoming assignments and distribute the workload. As you go through your course calendar, map out when student assignments are due and when you are providing feedback and grading. All activities, assignments, and assessments listed in your syllabus as graded need to have some form of feedback or assessment, but the criteria for grading can be different. For example, a discussion board may be graded for effort or completion while a problem set may be graded for accuracy. Communicating how activities, assignments, or assessments will be graded helps students gauge how much time or effort they may need to put in. What are the signature assessments in my course (e.g., projects, exams, essays)? What assessments could be broken down into smaller formative assessments? What assessments already exist as smaller formative assessments? Are there some activities, assignments, or assessments that could be graded for effort or completion and others that could be graded for accuracy? Can you make your grading criteria more explicit by including a bulleted list of key points with a reading response, a suggested structure/format for a paper, or a sample problem that provides notation on how points will be distributed? ................
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