Providing opportunities for students to practice and receive feedback in low-stakes assignments facilitates their learning. Yet how can you, as a faculty member, offer these opportunities without creating an inordinate amount of grading?

This 20-Minute Mentor demonstrates how faculty can become more strategic about how and when they chose to grade student work in ways that both make their time more impactful for students and decrease their effort. Our expert presenter helps you consider your reasons for grading, how to prioritize your grading comments, and ways to build feedback into class time.

Learning Goals

After viewing this Magna 20-Minute Mentor, participants will be able to:

• Identify the reasons they are opting to grade student work
• Optimize feedback provided to students while being strategic about the time invested in grading
• Create activities to be used in the classroom that reduce the need for individual grading

Topics Covered

• Reasons for grading and aligning your effort to those reasons
• Using summary comments effectively
• Prioritizing your comments to have the most impact on student learning
• Ways to build practice with feedback into the class room activities to reduce grading loads