assessment for learning

4) students recEIve frequent, descriptive, and actionable peer and instructor feedback aligned with the assessment criteria. 

Students regularly engage in tasks, assignments, etc. that provide evidence of current understanding of learning goals.

• Strategies for Collecting Evidence of Student Understanding adapted from Dylan Wiliam’s 100 Formative Assessment Techniques and Scientific Thinking by Handel.

• Feedback for Learning website Columbia Center for Teaching and Learning provides description, characteristics and strategies.

Instructors and peers learn how to effectively communicate and share their feedback.

• Formative Assessment and Self-Regulated Learning: A Model and Seven Principles of Good Feedback article reinterprets research on formative assessment and feedback to show how to help students regulate their own learning. 

• Teaching Peer Feedback: How We Can Do Better from Inside Higher Ed, February 2023 describes strategies for teaching students how to provide better peer feedback. 

Students frequently receive instructor/peer feedback that is descriptive, actionable, and offers opportunity for discussion based on the assessment criteria and co-developed classroom guidelines. 

• Use rubrics in Canvas to provide common and consistent feedback.

• Provide group and individual feedback on assignments/assessments and opportunities for students to reflect and discuss feedback.

• Provide general feedback (ie, common points of confusion) when individual feedback is not feasible.

• Unfolding principles for student peer feedback? A comparative analysis across higher education contexts analyzes and compares six examples of peer feedback to identify emerging principles. 

• Provide a well-structured peer/instructor feedback observation form for peer and/or instructor to fill out and return to student.

Students analyze evidence of their learning (e.g., task performance, products) in relation to assessment criteria (e.g., self-assessment, reflection opportunities)

• Long-form feedback/self-evaluations more than once during a quarter.

• Linguistically Inclusive Approaches Providing and Eliciting Writing Feedback provides strategies for self-assessment and writing feedback that builds student agency. 

• Why trust is vital to peer feedback? Blog post by John Spencer about the importance of trust with peer feedback on classroom observations.