Tag Archives: feedback

Preparing students to provide constructive feedback on peers’ work


A number of instructors at McGill have integrated peer assessment (PA) in their courses and have generously shared some of their reflections on the experience.

Carolyn Samuel taught the course Academic English II (CESL 300) for several years through the McGill Writing Centre. In a conversation about her experience implementing PA, she described an assignment, explained how students learn to assess their peers, and offered advice for instructors considering implementing PA in their classes.  Continue reading Preparing students to provide constructive feedback on peers’ work

Assessment narratives in en-“lightning” style: Experiences from both sides of the table


Assessment Group Panel 2
Photo credit: Mirabel Xing

During an informative, brown bag, lunch session on Friday, March 18th, four professors and three students presented 3-minute lightning talks about their experiences with assessments of specific course assignments.  The professors described the rationales for their assignments and spoke about their feedback methods, while the students described their perspectives from the receiving end.  The lightning talks were followed by a lively question and answer period that allowed the speakers and audience members to share candid opinions about the topics raised. Continue reading Assessment narratives in en-“lightning” style: Experiences from both sides of the table

Online tools for assessment and engagement in large classes


This post featuring Prof. Ken Ragan is the latest installment in our ongoing series about assessment tools for large classes. On October 7 from 8:30-10:00 a.m., Prof. Ragan will be the guest speaker at a breakfast workshop on “Evaluation and Feedback for Large Classes”. For details and to register, go here.
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“Experiment. I used to feel like I couldn’t experiment.”

One might imagine that experimentation would occur naturally in an undergraduate physics course – and indeed, the biweekly laboratory sections of Physics 101 are abuzz with students engaged in active discovery. But what about in a lecture hall filled to the brim with nearly 700 students: is there a place here for experimentation as well? Professor Ken Ragan thinks so, especially when it comes to trying out new ways of engaging, giving feedback, and assessing his students. Continue reading Online tools for assessment and engagement in large classes