Singapore’s education system may produce students who lead in reading, mathematics, and science, but they receive failing grades when it comes to innovation. In order to remedy this Singapore’s Ministry of Education implemented the “Teach Less, Learn More” policy in 2006 to alleviate some academic pressure and produce more well-rounded students.
Read MoreDoes this scenario sound familiar? After days of writing comments, correcting errors, and trading pages in a cramped campus room, the last assessment is finally graded and placed like a crown on a stack of booklets as tall as your desk. You’re eager to get these assessments—brimming with feedback—into the hands of your students, and you wait for them to be collected.
And you wait.
Read MoreAndrew Eberhard, a Professional Teaching Fellow at the University of Auckland, is responsible for teaching and grading thousands of undergraduate students each year. While Andrew has a genuine passion for teaching he quickly found grading to be a logistical nightmare.
Read MoreWhile two-stage evaluation formats have been used for lower-stake exercises and quizzes in classes across a number of academic disciplines, the University of British Columbia is one of the first schools to formally incorporate the format into high-stakes tests such as midterms and final examinations.
Read MoreAssessments—whether they are exams, homework, lab reports, and group work—should be activities designed to enrich and improve student learning. Assessments should encourage students to push their boundaries, foster their intellectual curiosity, and think critically about the academic subjects they are studying.
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