# Setting up effective feedback loops: The role of assessment in course transformation ![Logan McCarty smiling](/sites/g/files/omnuum12666/files/styles/hwp_1_1__360x360_scale/public/vpl/files/mccarty.png?itok=-_jjkY-T) ![Louis Deslauriers smiling](/sites/g/files/omnuum12666/files/styles/hwp_1_1__360x360_scale/public/vpl/files/deslauriers.png?itok=OAT5UEEP) **Logan McCarty, Director of Physical Sciences Education, and Louis Deslauriers, Director of Science Teaching and Learning,** adopted an active pedagogy for a large introductory physics course and saw significant gains in student learning and attitudes. [Assessment played a role every step of the way](https://youtu.be/M9ZZbHVKl94). ## The benefits By explicitly stating the course learning objectives and designing complementary in-class activities, they created effective feedback loops – the activities helped students assess their own understanding, and according to McCarty, “more importantly, the instructors got feedback on how students are learning.” ## The challenges Defining course learning objectives can “feel awkward. It feels artificial. And the value is not immediately apparent,” McCarty admitted. “But it is essential for creating effective assessments.” ## Takeaways and best practices ### Revisiting learning objectives Revisiting learning objectives may expose invalid assumptions. When the instructors tested an elementary concept from the course prerequisites, they found that many students did not in fact understand it – crucial feedback that, McCarty said, “in six years of teaching this subject, I had never seen before.”" src="/profiles/openscholar/modules/contrib/wysiwyg/plugins/break/images/spacer.gif" title="<--break-->"> ### An exam can be a powerful learning opportunity. An exam can be a powerful learning opportunity. Immediately after each midterm exam, students completed the same exam in groups of three, accounting for 20% of their score (though not penalizing those who scored higher individually). “The level of engagement is like nothing you’ve ever seen before,” Deslauriers observed. “It’s very intense.” ### Combining active learning and feedback Combining active learning and feedback eliminated final exam failures, a phenomenon Deslauriers has witnessed in five similar course transformation efforts. The shift also benefited top performers (the percentage of students finishing above 90% on the final exam jumped from 5% to 12%). ### Bottom line The active pedagogical approach during lectures was the only transformation variable – homework, sections, and labs remained unchanged. To measure the impact, McCarty and Deslauriers gave the same final exam from a previous year. Students’ scores improved significantly. “Not only was our teaching transformed,” McCarty said, “but I was transformed in my own perception of what assessment means and how it can play a role.” ## Related research [### Difficult conversations : how to discuss what matters most ](https://id.lib.harvard.edu/alma/99156830507403941/catalog) Everyone attempts or avoid difficult conversations every day-whether dealing with an underperforming employee, disagreeing with a spouse, or negotiating with a client. From the Harvard Negotiation Project, the organization that brought you Getting to Yes... [### Ten‐year follow‐up of patient‐centered comprehensive care using case completion curriculum ](https://hollis.harvard.edu/permalink/f/1mdq5o5/TN_cdi_webofscience_primary_000636486400001) The purpose of this study was to evaluate the patient‐based comprehensive model in the student teaching practice at Harvard School of Dental Medicine (HSDM) as a result of the case completion curriculum. T [### Student staff partnership to create an interdisciplinary science skills course in a research intensive university ](https://hollis.harvard.edu/permalink/f/1mdq5o5/TN_cdi_crossref_primary_10_1080_1360144X_2015_1113969) This paper reflects upon the development of a multidisciplinary lesson plan aimed at developing science skills for Physics and Astronomy, Geographical and Earth Sciences, and Chemistry students at a research intensive Scottish university. The lesson plan... [### Students as co-creators of teaching approaches, course design, and curricula: implications for academic developers ](https://hollis.harvard.edu/permalink/f/1mdq5o5/TN_cdi_eric_primary_EJ926191) Within higher education, students' voices are frequently overlooked in the design of teaching approaches, courses and curricula. In this paper we outline the theoretical background to arguments for including students as partners in pedagogical planning... [ More Research arrow\_circle\_right ](/intopracticeresearch) ## Related resource [### Interested in learning more about the Program on Negotiation and its resources? ](https://www.pon.harvard.edu/) Check out their website. [### Looking for resources on navigating difficult moments in the classroom? ](https://bokcenter.harvard.edu/navigating-difficult-moments) Take a look at this guide from the Bok Center [### Interested in co-creating curriculum with students? ](https://itali.uq.edu.au/teaching-guidance/curriculum-design-and-review/transforming-curriculum/co-creating-curriculum-students) Check out this guide from the University of Queensland. [### Interested in learning more about the HSDM Curriculum Hackathon? ](https://drive.google.com/file/d/10gMeq3GI2-7dt2GHvBha-GjtuycTGpIq/view?usp=drive_link) Check out the materials that were distributed to participants. [ More Resources arrow\_circle\_right ](/intopracticeresources) See also:- [ FAS ](/featured-faculty/fas) - [ Into Practice Issues ](/practice-categories/practice-issues) - [ Active Learning ](/activelearning) - [ Learning Goals ](/topics/learning-goals) - [ Assessment ](/topics/assessment) - [ Course Transformation ](/coursetransformation) - [ Feedback ](/topics/feedback)