open access

https://doi.org/10.14943/J.HighEdu.32.25

https://hdl.handle.net/2115/94554

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

日本語

2025-03

Institute for the Advancement of Higher Education, Hokkaido University

Journal of higher education and lifelong learning

32

25-34

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.

紀要論文

Version of Record

1341-9374

AN10527626