Formative dialogue in practice at Applied Physics

At Applied Physics within the Bachelor of Engineering at Harvard University (Eric Mazur), formative dialogue has been given a place. At the beginning of the semester-long study component, students are told the learning outcomes (feedup) and immediately given a description of how the testing of those learning outcomes can be brought to a successful end result at the end of the study component (feedforward).

During the study component, students receive regular information about where they stand in the learning process (feedback). The grade is determined on the basis of different types of assignments. Students decide when they hand in the assignments.
The assignments are not graded with a grade, but according to the scheme a) exemplary; b) meets requirements; c) revision required and d) not graded. This reduces the teacher's numerical stress and gives a good overview of how students are doing. After the first submission, students can improve their product based on feedback.

The final grade is determined by the number of assignments assessed with an A or B. In this way, the final grade is not a snapshot, but a reflection of what students have achieved during the semester. Students can make mistakes and work through them to achieve an improved product, without directly affecting the final grade.

Want to know more?

• Bain, K. (2021). Super Courses: The Future of Teaching and Learning. Princeton University Press.

• Ilja Boor, Debby Gerritsen, Linda de Greef en Jessica Rodermans, Meaningful assessment in interdisciplinary education: A practical handbook for university teachers (Amsterdam, Amsterdam University Press, 2021) 15, 20.