Influence of the Type of Assessment Criteria, Method, and Content of Feedback on Report Assignments on the Faculty's Perception of the Burden of Grading

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  • レポート課題の評価基準の種類やフィードバックの方法・内容が大学教員の採点負担感に与える影響

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This study explores how various assessment criteria and methods of feedforward and feedback in university report assignments influence the grading burden experienced by instructors. In Japan, a nationwide survey of university faculty members was conducted to gather data on this issue. The results showed that certain practices, such as using rubrics, providing individualized feedback, and offering evaluative comments and feedback on strengths and areas for improvement, significantly increase the grading workload. Detailed feedback, while beneficial for promoting student learning, places additional strain on instructors. However, by presenting assessment criteria to students in advance, feedforward has no significant impact on the grading burden. This suggests that feedforward can be a viable strategy to alleviate the stress associated with grading without compromising the quality of student guidance. Overall, this research highlights the importance of balancing grading efficiency with the need to support student learning outcomes, suggesting that feedforward offers a potential solution to maintaining educational quality while managing instructor workload.

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