returning exams
The presentation included the thought that students will appreciate and respect the hard work by the teacher when exams are returned quickly. However, I have found that most students expect instant feedback (by the next class meeting at the latest) and become quite irritated when their expectations are not met.
In this day and age of instant gratification, is our effort to provide instant feeback helping our students? After all, in the real working world, instant feedback with regards to important matters rarely occurs.
I've run into similar problems in a classroom setting, and I feel that it's best to address it directly.
While I certainly do everything I can to get evaluations back to students quickly, there are times when real life (and other classes) impede my ability to do so. In those situations, I try to be direct with my students and explain what the situation is; I've found that, the more open and honest I am with them, the more likely they are to return the favor. :)
Hi Atilla:
You've got a point about this generation's expectations. As long time teachers, it's a challenge to have to adapt to changing generational and age differences and learning style preferences.
Part of your question may have to do with the type of class that's taught. For instance, if an English teacher receives 40 essays, it's not realistic to get those returned immediately.
By contrast, when I give a 10 point quiz to 30 students who only have to do 1-2 word fill in the blanks kind of questions, I'll grade them as they're being turned in, and usually by the time the last person is finished, I've graded all the quizzes, entered their grades, and am ready to pass them back for quick discussion.
So scope, content, volume, significance (a quiz vs a final exam) and learning objectives and student outcomes all come into play.
I'm a believer in expectations. I believe when standards or expectations are set, most students will try to at least come to that level (if I'm looking for an 70-something, I'll set the threshold for an 80-something, and most students will at least reach my true minimum statndard; i.e., a 75-something).
So my last point is you set the expectations based on all the factors that are pertinent. That said, in most career schools, one day can cover a lot of material, and having students moving along to the next few days without feedback, or working with skewed/incorrect information can't be helpful. We want to reinforce the correct information, then look for ways to repeat it, and make it memorable (transfered to the long term memory parking lot).
Regards, Barry
I tell my students on the first day of class that I will work hard to have their assessments graded by the next class meeting, but occassionally, I'm unable to do so. If I forsee a particular assessment taking longer to grade, I will let them know in advance. If not, I just like to communicate to them when a reasonable time to expect grades will be.
Hi Rachel:
Giving feedback is essemntial to the learning process. Ecah class will have it's resonable time limits and if stated at the beginning of class when these will be, students will appreciate teachers who stick to that schedule.
Some quizzes can be done electorically and graded immediately with instant feedback. Written essays from 25 students may take several days. So it all depends on what is stated in the beginning.
Regards, Barry
Students deseve to have immediate feedbaack as this is how they base their own accomplishments. We as faculty owe this to our students.
I pride my on returning the exams to students on the immediately. This act, alone can lower the students anxiety level. They have enough stress, just being in the program
i try real hard to return all exams and projects the next class day if possible, the students are real eager to see their grades
Hi Cynthia:
Next day is great. Also, I think reviewing the test right after reveals any clarifications that may be needed and gives the students a birds eye view of how they may performed.
Regards, Barry
Students like immediate feedback, but I do not feel it is necessary. There are many assignments, especially essays, that take many days to grade. I think letting the students know at the beginning of the course, which assignments will take longer to evaluate addresses this issue.
Hi Joshua:
Sometimes, it is impractical or not feasible to get exam results back to the students right away.
In this type of situation (like you've indicated), communication with the group is key. If you can not get the test results back, the next best thing is to let them know they are coming, and if possible, will be reviewed to assess the rationale of the answers.
Regards, Barry
Hi Nia:
This is efinitely a good practice - keeps the students informed of their grade, and provides the opportunity to discuss the exam content while still fresh in their mind.
Regards, Barry
Hi Sharon:
Absolutely - it is imperative the student receive immediate feedback so they can make changes in study habits for more positive outcomes in the class.
Regards, Barry
I have to agree, I try to have exams graded the same day. My reasons for this are the students are less stressed and then I have it done and it doesn't hang over my head as something I need to do.
Hi Beth:
Very true - however, if a student is given another exam before the other has been graded, they may not know what to work on to improve.
Regards, Barry
next day seems fine ,but I personally tend to grade them the very same day after reviewing them with the students. It keeps their anxiety at low levels.
Richard,
Good practice, if it's possible. Students do get anxious. If time allows, I too like to review an exam immediately following to make sure any errors I've made are caught, and it gives me an opportunity to reinforce correct information and clarify incorrect information.
Barry Westling
