A few years ago I was filling out a mid-semester report for a student regarding eligibility for a Greek organization. She thought she was doing great with a strong “B.” As it happens she was reading the gradebook incorrectly and was squarely in the “D” range. It was a difficult conversation, but she rededicated herself to her work and ended up earning a “B-.” I often tell the story to students to illustrate the importance of accurate self-assessment and the real possibility of improving once you have a good idea about where you are.
A recent article from Faculty Focus takes the strategy a step further in suggesting formalized self-assessment in the first third of the semester. They suggest having students perform a basic assessment (which you can grade credit/no-credit) on attendance, their overall grade, set goals, and several other items. I love this idea as it compels students to be reflective, gives you a better understanding of their self-perception, and gives you a point of reference later in the semester. Of course there are limitations to this in large courses (an issue addressed in the article) or with students who elect not to do the work, but it is an effective strategy within a class and it has the potential to set up good habits for students moving forward. Overall, it is a nice companion to the tip from last week about identifying key markers for success in your courses.
A few reminders for you:
The Academy e-Learning application is live!
Faculty Development is searching for the next director!
We held a popular workshop on Dossier Prep for Lecturers last week. Find the video archive and handouts here.
Dr. Sara Cooper has provided additional Book in Common Material. Check out this section of the CELT page for regular synopsis updates, discussion questions, and other resources.
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