Two Final Thoughts

It's worth returning to an idea discussed in Lesson 2: be transparent with your students, regarding why they do what they do in your class.

Instructors often find that assessment is more effective if students are made insiders to the process. Explain to students what each graded activity is designed to accomplish in the class. Yes, it's worth points, and that adds up to a course grade. But assessments should be opportunities for them to exercise skills, self-check the progress of their learning, receive feedback from the instructor, identify areas of concern and finally, to demonstrate for record what and how they've learned.

Indicate to students when and how you decided to alter or adapt the course in response to their work or interests. Explain to students how some assessments prepare them for other, bigger-stakes assessments, or at least somewhat simulate real-world activities. Invite them to come up with challenges for each other, such as in "student generated exam questions."

This can establish a sense of partnership in the class, where expectations for learner effort can be quite high: I am challenging you to learn, not just trying to throw obstacles in your path.