The blended and fully online learning environment lends itself most readily to frequent, lowstakes learning activities which provide rapid, clear feedback to students on their progress. It’s also valuable for instructors to seek feedback from students which reveal their own perspectives on what and how they are learning, so course adjustments can be addressed as needed and appropriate.

  • Use the quiz tool in D2L to select simple objective questions randomly from a larger question pool. This indicates to students where they need to focus their study and ensures that they will remain current in their work. The ability of D2L to grade hundreds of quizzes instantaneously is particularly helpful in classes of several hundred students.
  • To manage the workload in assessing brief discursive assignments (e.g., a page or a couple of paragraphs in length), it’s highly effective to use an assessment rubric with nominal decision points (e.g., pass/fail, 0-1-2). This is particularly helpful in very large classes to reduce the time spent in grading discussion postings or files uploaded to the dropbox.
  • Use 2-3 question surveys, which can be administered through D2L and a report automatically created, to ask the students what is most unclear in the class (e.g.,
    muddiest point). The instructor can then return to these items as indicated for explanation and elaboration. Develop a peer-mentoring discussion forum area where students can ask their peers to answer course-procedural or content-related questions.
  • Well-written rubrics make your grading easier by unpacking your own assumptions about learning objectives and student performance.