Archive
- October 2024 (2)
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- 25: Rethinking the Purpose of Exams (0)
- 18: Mid-Term and End-of-Term Grading (0)
- 11: Perspectives on TA Management (0)
- 04: Inside the Outcomes: Data-driven Instruction (0)
- March 2022 (4)
- February 2022 (3)
- January 2022 (12)
- 31: The Detriments of Multitasking in Online Learning (0)
- 24: Complete Guide to Online Teaching and Learning (0)
- 17: Metacognition and Self-Assessments in Higher Education (0)
- 10: Understanding Faculty Well-Being (0)
- 05: Complete Guide to Online Grading and Assessment (0)
- 04: How Remote Educators can Build Self-Care Habits (0)
- 04: Finding Success with Online Grading and Teaching (0)
- 04: How to Accept Remote Assignments – without Email (0)
- 04: 3 Distance Learning Successes from the Pandemic (0)
- 04: 3 Remote Learning Successes Using Crowdmark (0)
- 04: Remote Teaching – Pivots, Pitfalls, Productivity (0)
- 04: 5 Strategies for Easy Online Assessment Grading (0)
- December 2021 (3)
- November 2021 (7)
- 29: Feature: Kylie Luska, McMaster University (0)
- 22: Degrees and Skills in Higher Education (0)
- 15: Intelligent Tutoring Systems: Connecting AI and Education (0)
- 08: Academic Support for Underserved Students (0)
- 08: Academic Support for Underserved Students (0)
- 01: Disengaged Students? Encourage Effective Reading (0)
- 01: Disengaged Students? Encourage Effective Reading (0)
- October 2021 (2)
- September 2021 (1)
- August 2021 (4)
- July 2021 (5)
- June 2021 (3)
- April 2021 (11)
- 30: The “distance” in learning: Are we seeing a rise in disengaged students? (0)
- 30: Distance Learning on a Smartphone: How can we make it Easier? (0)
- 23: Tips for transitioning students back to classroom learning (0)
- 23: Standardized testing: What will it look like in the pandemic? (0)
- 23: Cooperative learning: Are smaller groups better? (0)
- 23: Should first year university students defer school amid distance learning concerns? (0)
- 23: How instructors can prepare students for online assessments (0)
- 23: 3 Myths of Remote Learning Debunked (0)
- 12: No thesis? No problem. How to provide better, formative feedback on essays (0)
- 12: Holistic Evaluations vs. Traditional Grading (0)
- 12: Exploring Students’ Progress with Authentic Assessments (0)
- March 2021 (6)
- 11: New types of presentations to explore with digital grading software (0)
- 11: How to regain control of a distance learning class when technology fails (0)
- 11: What are guidance counsellors saying about student mental health during COVID-19? (0)
- 11: How can Instructors Handle a Request for a Regrade? (0)
- 08: Text response and pedagogy: How to make Crowdmark’s newest feature work for you (0)
- 05: How Crowdmark can help Improve Distance Learning’s Effects on Mental Health (0)
- February 2021 (11)
- 22: The remote education lessons we learned from 2020 (0)
- 22: How Crowdmark helps parents engage with distance learning (0)
- 22: How to strengthen the teacher–student relationship in remote education (0)
- 22: What will distance learning look like in 2021? (0)
- 22: How to Improve Your Digital Grading (0)
- 17: 8 tips for designing short answer questions (0)
- 01: Focusing on Giving Online Students Feedback (0)
- 01: How can practical studies be moved online? (0)
- 01: Feedback blues: 5 steps to seeing instructor feedback as ‘constructive’ and not ‘critical’ (0)
- 01: Bolstering TA-Instructor Relationships Remotely (0)
- 01: Teaching Burnout? How to Reshape your Method of Examination with Students (0)
- January 2021 (3)
- December 2020 (6)
- 22: Best college grading software of 2021 (0)
- 22: What is the Best way to Evaluate a Student’s Understanding: Multiple Choice or Short Answer? (0)
- 22: Remote Learning in the 1800s? Can we Learn from Teachers of the Past? (0)
- 10: COVID anxiety? You’re not alone. How students are coping with pandemic fatigue (0)
- 10: How to design multiple choice questions: Is there a right and a wrong way? (0)
- 10: How to prevent achievement gaps if you’re teaching online (0)
- November 2020 (5)
- 18: Does online learning make the group assignment unfair? (0)
- 18: SWOT: An in-depth look at the pros and cons of distance learning (0)
- 18: What students have to say about “pandemic” grading & how you can help them (0)
- 18: Tight Feedback Loop: The key to Distance Learning that Works (0)
- 18: 5 stats that will change your mind about online learning (0)
- September 2020 (1)
- April 2020 (1)
- March 2020 (5)
- 24: Students have 24/7 access to feedback with Crowdmark at the University of Auckland (0)
- 13: Timely, rich, and consistent assessment feedback at McGill with Crowdmark (0)
- 13: How to Proctor Pre-Existing Assessments Remotely (0)
- 11: Georgia Tech uses Crowdmark for distance education exams (0)
- 10: Ensuring continuity of education with remote grading workflows (0)
- December 2019 (1)
- June 2019 (1)
- 20: In Memoriam (0)
- November 2018 (1)
- October 2018 (3)
- August 2018 (3)
- 14: Using a rubric in Crowdmark (0)
- 14: Text to pixels (0)
- 14: How I use Crowdmark outside of STEM (0)
- July 2018 (2)
- June 2018 (3)
- 12: Re: Freedom of choice for 400 students (0)
- 12: How do you use Crowdmark? (0)
- 12: A case for band scores (0)
- April 2018 (2)
- 17: Statement of goals and choices (0)
- 17: Freedom of choice for 400 students (0)
- March 2018 (2)
- February 2018 (3)
- December 2017 (6)
- 14: New feature: Flexible grading (0)
- 14: New feature: Points on comments (0)
- 14: New feature: Multiple choice (0)
- 06: Interview with Fiona Dunbar, University of Waterloo (0)
- 06: Interview with Sara Lapan, University of California, Riverside (0)
- 06: Interview with Robert Craigen, University of Manitoba (0)
- November 2017 (3)
- 07: Augmenting reality in medical education (0)
- 07: Education through exploration (0)
- 07: Releasing Your Rubrics (0)
- October 2017 (2)
- September 2017 (1)
- August 2017 (6)
- 30: Screencasting (0)
- 30: The Art of Multiple Choice (0)
- 30: Managing ePortfolios (0)
- 17: New feature: Automated matching through artificial intelligence (0)
- 17: New feature: Comment library (0)
- 17: New feature: Distance education and accessibility support (0)
- July 2017 (2)
- 18: Comprehensive calculus preparedness (0)
- 18: Approaching student evaluations (0)
- June 2017 (4)
- 28: Comprehension through ConcepTests (0)
- 28: Accountable group work (0)
- 28: Challenging misconceptions of assessments (0)
- 28: Addressing Academic Dishonesty (0)
- May 2017 (4)
- April 2017 (2)
- 27: Assessment is an arc, not episodic (0)
- 27: Preemptive Assessment (0)
- March 2017 (2)
- 28: The benefits of failure (0)
- 28: Wrap up your assessments (0)
- February 2017 (4)
- 28: Is grade inflation an assessment issue? (0)
- 28: Re-adjusting flipped learning (0)
- 28: Motivate students with data and feedback (0)
- 10: Introducing Parallel Evaluations (0)
- January 2017 (4)
- 17: Dealing with grade challenges (0)
- 17: Crowdmark team highlights Jamie Gilgen (0)
- 17: New term, new technology (0)
- 17: Education trends to expect in 2017 (0)
- November 2016 (4)
- October 2016 (4)
- September 2016 (2)
- 27: Curbing the curve (0)
- 27: Measuring institutional achievement in Canada (0)
- August 2016 (2)
- June 2016 (5)
- May 2016 (3)
- April 2016 (1)
- 27: Introducing Courses (0)
- March 2016 (4)
- February 2016 (2)
- 18: A horizontal shift in education technology (0)
- 18: Teaching can be taught (0)
- January 2016 (5)
- November 2015 (1)
- September 2015 (5)
- August 2015 (1)
- June 2015 (1)
- May 2015 (3)
- April 2015 (5)
- October 2014 (3)
- September 2014 (10)
- 30: What’s the point of assessment, anyway? (0)
- 25: Why the turnaround on the Common Core? (0)
- 23: Where are the humanities going, where have they been? (0)
- 23: Tried and true? The new face of assessment (0)
- 23: New standardized tests will change this year’s instruction (0)
- 23: Career education starting earlier (0)
- 23: Plagiarism, Paper Mills, and Student Success (0)
- 18: ‘Simple’ isn’t always ‘right’: why more educated workers doesn’t make a more equal society (0)
- 10: Sinking, swimming, treading water (0)
- 04: PISA scores and “tiger mothers” (0)
- August 2014 (8)
- 27: Following the leader? (0)
- 21: Foreign students are a cash cow for universities — and a threat to some (0)
- 14: Rag in A major (0)
- 12: Assessment + Personalized Instruction = Learning (0)
- 12: Promises and pitfalls of predictive analytics (0)
- 12: Assessment without exams (0)
- 12: Computers in the classroom are here to stay (0)
- 07: Lovers, dreamers, students (0)
- July 2014 (7)
- 29: Minerva vs. mentor (0)
- 21: Collaboration vs. Solitude in Teaching (0)
- 08: College tests announce major changes (0)
- 08: Can personality characteristics be assessed? (0)
- 08: The promises of adaptive learning (0)
- 08: State achievement tests incite controversy in Texas (0)
- 08: How useful are PISA scores? It depends what you’re measuring (0)
- June 2014 (11)
- 30: What is the goal of assessment? (0)
- 23: We don’t need no educators (0)
- 17: How do you solve a problem like a rubric? (0)
- 13: How to make grades work in a flipped classroom (0)
- 11: Why should we care about aliteracy? (0)
- 09: Assessing assignments: Essays, papers, and other works (0)
- 03: Retired MIT writing professor questions value of SAT-Writing test (0)
- 03: Predictive Analytics Hold Great Promise for Improving Student Performance (0)
- 03: Students in the UK find that their educational experience does not meet expectations (0)
- 03: New study indicates that student test scores are only weakly correlated with perceived teacher quality (0)
- 02: Crowdmark named “Most Innovative” at SIIA Conference (0)
- May 2014 (1)
- April 2014 (4)
- March 2014 (2)
- February 2014 (3)
- January 2014 (3)
- December 2013 (2)
- November 2013 (3)
- October 2013 (1)
- August 2013 (1)
- July 2013 (1)
- 18: Crowdmark presents at LAUNCH (0)
- June 2013 (3)
- April 2013 (2)
- 21: Sneak peeks of the marking interface (0)
- 07: The promise of Crowdmark (0)
- March 2013 (2)
- 08: Independent schools and K-12 (0)
- 05: Idea to prototype (0)
