Assessment is easy to misunderstand. There is a sense that assessment is something we must do, even though so much research asserts that assessment is the key to learning. Why the disconnect? To hazard a guess, assessment often isn’t aligned with our goals and objectives. If our assessment isn’t connected to things we care about, then it can easily feel as if grading and assessing are just going through the motions. And if we feel this way, how do you think our students feel?
My approach to assessment is influenced by the work of high school teacher Cris Tovani, who focuses on the importance of feedback for learning. Tovani points out that an important function of feedback is fortifying students. Learning is often difficult, and if a student doesn’t believe they are capable, it is easy for them to lose heart. Thus, we encourage; we give heart. When writing feedback to students or when talking with students in class, it is important to communicate that we believe in them and that we believe in the importance of the work we are assigning to them.
Providing good feedback takes a lot of time but it is tremendously important. When we lose heart while staring at the pile of papers or tests to grade, we might think back to those things our teachers said to us that fortified us for the hard work ahead. We can reflect on those students who we knew during their first semester of college who are now confident and accomplished adults thanks–in part–to the artful and thoughtful feedback they received.
When defending liberal education, a point I consistently return to is feedback. Liberal education works because students are in small classes with professors who give personalized feedback. Feedback matters. When planning a course, look at your schedule and make sure that you’ve planned the time to give students the feedback that will lead them to engagement and growth. And when providing feedback, keep in mind how much it matters for student success.