Read, and learn

May 8, 2008

We have all had the depressing experience of seeing students picking up work we've conscientiously marked and moderated, glance at the grade, then drop it to the bottom of their bag, never to be looked at again ("Learning is a two-way street", 24 April).

So why not try this: mark the work, but don't append a grade. Photocopy samples for moderation, then give the work back in class together with a copy of the marking criteria. Tell the students if they want their grade back before the exam board, they have to come for a tutorial in a week's time.

It works a treat: work can be returned more swiftly, students pay much more attention to comments and they arrive for the tutorial with things to say rather than just responding emotionally to the grade on a piece of work they've forgotten. My students reckon that it is "sadistic" but effective.

Do it to second-years; first-years don't care enough and it's too late for final-year students.

Greg Garrard, Senior teaching fellow, Bath Spa University.

Please login or register to read this article

Register to continue

Get a month's unlimited access to THE content online. Just register and complete your career summary.

Registration is free and only takes a moment. Once registered you can read a total of 3 articles each month, plus:

  • Sign up for the editor's highlights
  • Receive World University Rankings news first
  • Get job alerts, shortlist jobs and save job searches
  • Participate in reader discussions and post comments

Have your say

Log in or register to post comments