Individual follow-up
Why?
Taking time to follow up with students communicates your interest in their learning and can be motivating for students.
Examples
After the first exam, send emails[1]:
to poor scorers: book meetings to discuss study strategies; and
to average and above average scorers: offer generalized study tips.
You might also ask students to share their study tips with you, and compile and share these with the class.
For the questions students did not complete correctly, have each student identify in which unit/class period those questions were discussed, review their notes and course materials, and set goals for the next exam.[2]
Distribute “A memo to students who are disappointed with their last test grade” including a test preparation checklist for students to reflect how they prepared for the test.[3]
Suggestions for implementation
Use emails, questionnaires, checklists, and face-to-face meeting.[4]
Consider using audio feedback rather than providing extensive written feedback.[5]
References
- ^ Skinner, F. (2015). Dropping scores: The case for hope. Faculty Focus.
- ^ Weimer, M. (2010). Helping students see correlation between effort and performance. Faculty Focus.
- ^ Weimer, M. (2015a). First exam of the semester: A wake-up call for students. The Teaching Professor.
- ^ Weimer, M. (2012b). Making exams more about learning. Faculty Focus.
- ^ Lunt, T., & Curran, J. (2010). ‘Are you listening please?’ The advantages of electronic audio feedback compared to written feedback. Assessment & Evaluation in Higher Education, 35(7), 759-769.
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