Jay Parkes and Dawn Zimmaro discuss their book The College Classroom Assessment Compendium: A Practical Guide to the College Instructor’s Daily Assessment Life on episode 205 of the Teaching in Higher Ed podcast.

We see the need both for that just-in-time answer but also for faculty to do more thinking systematically about why they do what they do.

Stop and say, “Why does this bother me?” and usually the answer to that is … something a little deeper than that particular student.

How does extra credit really support their mastery of learning objectives?

If we’re really focused on the academic welfare of the student then our assessment activity should primarily be focused on promoting learning.