The Derek Bok Center for Teaching and Learning shares ways to turn difficult encounters into learning opportunities for managing hot moments in the classroom as well as a quick-tip sheet.
A meta-analysis of 21 studies concluded that using assessment rubrics for formative learning can be effective for improving performance and self-regulation by increasing transparency, reducing anxiety, and encouraging reflection.
Howell Jackson, James S. Reid Jr. Professor of Law, experiments with end-of-semester exams and writing assignments to create opportunities for meaningful, formative feedback through skills practice, reflection, and peer collaboration.
Jelani Nelson, Assistant Professor of Computer Science, assigns students real programming problems in his introductory algorithm courses, CS124 Data Structures and Algorithms and CS125 Algorithms & Complexity. Students write and test their coded solutions to practice problems via an open server on the course website and receive immediate feedback on their work.
A literature review contends that formative feedback—information communicated to the learner that is meant to modify their thinking or behavior in order to improve learning—should be objective, timely, and specific. Certain variations of formative feedback (e.g., delivery, complexity) will be...
Logan McCarty, Director of Physical Sciences Education, and Louis Deslauriers, Director of Science Teaching and Learning, adopted an active pedagogy for a large introductory physics course and saw significant gains in student learning and attitudes. Assessment played a role every step of the way.
HILT grant recipient Beth Altringer (SEAS) discusses her team-driven course “The Innovator’s Practice” which involves students in a continuous creation and feedback cycle as they pursue the development of entrepreneurial ideas.
Howell Jackson, James S. Reid Jr. Professor of Law, experiments with end-of-semester exams and writing assignments to create opportunities for meaningful, formative feedback through skills practice, reflection, and peer collaboration.
Jelani Nelson, Assistant Professor of Computer Science, assigns students real programming problems in his introductory algorithm courses, CS124 Data Structures and Algorithms and CS125 Algorithms & Complexity. Students write and test their coded solutions to practice problems via an open server on the 
Logan McCarty, Director of Physical Sciences Education, and Louis Deslauriers, Director of Science Teaching and Learning, adopted an active pedagogy for a large introductory physics course and saw significant gains in student learning and attitudes.