Establish evaluative criteria as a creative project evolves through student-faculty feedback conferences¶

Strategy · All strategies
Evidence · no claims cited

Description¶

For courses where students pursue individual creative projects that cannot have strict behavioral objectives stated in advance, the author recommends that instructor and student "establish evaluative criteria as the project evolves." In practice this means student-faculty conferences in which the instructor gives feedback at various points, making assessment an integral part of the learning-creative process while keeping it goal-directed rather than competitive.

Design Implications¶

Context¶

Requirements¶

• The student establishes a goal in consultation with the instructor, and the instructor must be willing to take credit for guiding the student's thinking rather than leaving work unassessed.

Constraints¶

• Criteria are not stated in pre-established behavioral terms; the author argues competitive comparison is especially irrational here because performances with different objectives cannot be rationally compared.

Target Learners¶

• college students pursuing individual creative special projects

Target Learning Goals¶

• creative products or novel solutions to problems

Related Strategies¶

• Establishing Clear Expectations
• Negotiated Grades
• Learning Contracts
• Individualize instruction with performance-oriented materials and behavioral objectives, replacing grades with performance criteria

Examples¶

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Key Sources¶

• Gentile, J. Ronald. (1971). Toward Excellence in Teaching: Grading Practices. https://eric.ed.gov/?id=ED061264