Our current assessment practices, limited to in-semester and final exams, may not effectively measure students’ learning. These time-pressured assessments provide only one chance to find a solution, without allowing students to learn from their mistakes or receive feedback. Instead, a more effective alternative could be implementing low-weighted assessments throughout the semester that progressively build upon each other. These assessments would enable students to submit their work multiple times, incorporating immediate feedback and promoting a deeper understanding of the subject matter. For example, EdStem can be utilized to deliver these assessments, providing individualized feedback and allowing for multiple attempts. This approach increases student engagement, as evidenced by their frequent submissions and active participation in discussions. Additionally, survey data shows that students appreciate the opportunity for mistake-mediated learning and desire more assessments of this nature in their courses.
Teaching@Sydney