Faculty Assessment and Feedback Plan - Faculty and Student Accountability in the Learning Process

Author Information
Author(s): 
Kristen Sosulski, Ed.D
Institution(s) or Organization(s) Where EP Occurred: 
New York University
Effective Practice Abstract/Summary
Abstract/Summary of Effective Practice: 

Drafting an assessment and feedback plan is an essential tool for the online teacher. It serves as a reminder of when grading and feedback are required, distributing the accountability amongst the faculty and students. It outlines the stages of the learner and teacher engagement throughout the duration of the course. The assessment and feedback plan is included in the online syllabus. The plan includes assignment due dates for the students and the dates feedback will be given on each assignment by the instructor. 

Description of the Effective Practice
Description of the Effective Practice: 

Assessment is directly tied to the learning outcomes the course.  Drafting an assessment and feedback plan is an essential tool for the online teacher. The assessment and feedback plan emphasizes an approach to online teaching where assessment is frequent and varied.   It serves as a reminder of when grading and feedback are required, distributing the accountability amongst the faculty and students. It outlines the stages of the learner and teacher engagement throughout the duration of the course. The assessment and feedback plan is included in the online syllabus. The plan includes assignment due dates for the students and the dates feedback will be given on each assignment by the instructor. 

This strategy most effective for classes that require students to iterate on their assignments. For example, this practice is effective in research, writing,  and classes that require student to master knowledge prior to the completing the next assignment. 

These questions can guide the design of an assessment and feedback plan:

* What are the key assignments, quizzes, and activities?
* Which activities are graded and which ones are not?
* Who will be giving feedback and when?
 

A sample assessment and feedback plan is provided in the figure below

The practice is based upon these standards (Vai & Sosulski, 2011) :

* Students know when and how they will receive feedback from instructors

* Course includes ongoing and frequent assessment

* Teacher feedback is provided in a timely fashion

Supporting Information for this Effective Practice
Evidence of Effectiveness: 

The evidence of the effectiveness of this practice easily measured through the standard course evaluation. Students report on the frequency of feedback by the instructor. The feedback and assessment plan help to clarify course expectations. In addition, it sets expectations for the faculty as well. It serves a reminder of when the faculty should be providing feedback on student work. 

 

How does this practice relate to pillars?: 

The practice ensures the quality of an online course while it is in progress. This practice is directly related to the "teaching" and "design" of an online course. The plan is prepared as part of the syllabus in the course design phrase and then implemented during the "teaching" phase. When students know how and when they will receive feedback by their instructors its helps them to improve their work, manage their time in anticipation of the instructor feedback, and also helps the faculty member organize his or her own time. This is directly related to faculty satisfaction, student satisfaction, and ultimately learning effectiveness.

Faculty satisfaction: Facutly feel they can set clear expectation for students and know when they need to provide feedback on their work. This simplifies the adminstrative process of grading student work and helps faculty to organize their time. 

Learning effectiveness:  The products of student work require feedback from faculty in a timely and regular basis. In an online course, it makes it explicit when faculty feedback is “due” in addition to when student assignments are due.

Student satisfaction: Students can plan their time better in their online courses when they know when faculty will provide feedback to improve their work.  Students tend to view instructor presence and interaction as higher when feedback is frequent. 

 

 

 

 

 

Equipment necessary to implement Effective Practice: 

 None

Estimate the probable costs associated with this practice: 

 None

References, supporting documents: 

 Vai, M. & Sosulski, K (2011). Essentials of online course design: A standards-based guide. New York: Routledge

Contact(s) for this Effective Practice
Effective Practice Contact: 
Kristen Sosulski
Email this contact: 
ksosulsk@stern.nyu.edu