Will there be feedback provided directly on the learners work, a review of a sample document from the work world, or follow-up once the learner is back in the work setting?
Regular and timely feedback to learners on their progress is important to learner success and engagement with the content/concepts/skills. Learners benefit from frequent feedback as they master new content. But this can also be very time consuming for faculty or trainers.
Faculty members who design learning activities or projects where grading requires faculty judgment as opposed to “objective testing” should develop a grading rubric or guide for each activity and place it with the directions or guidelines file as well as attach it to the assignment in the CMS. These guidelines should also convey to learners when students will receive comments and grades on submitted work. When developing these guidelines, trainers should think carefully about how they will use these same guidelines during the grading process. How will they actually evaluate the learner’s learning? Will there be feedback provided directly on the learners work, a review of a sample document from the work world, or follow-up once the learner is back in the work setting?