Using rubrics and instructor feedback has been the best way to focus on my school work and help manage study time. A rubric is an evaluation tool used to gauge the quality of work done. When instructors give assignments, they include a rubric or checklist that shows how they evaluate the work done. This ensures that success is not left the chance because expectations and conditions are well known. As a student, this helps me understand all the dos and don’ts when handling assignments. Good organization of work and setting goals and priorities are key aspects that help in time management in school (Hensley et al., 2018). Therefore, rubrics act as a guide to managing time when working through projects.
On the other hand, instructor feedback is productive and precise information that the instructor provides to their student on work progress or quality of work done. This is an important part of effective online communication as it gives students constructive academic feedback to reflect and adjust their learning (Johnson et al., 2019). To achieve academic success, I make effective use of my time in school by making daily, weekly, and monthly schedules. This helps me prioritize assignments and avoid wastage of time. I improve effectiveness by learning to prioritize, be organized, avoid procrastination, and always take notes.
In order to get adequate time for study, I plan a schedule of activities and utilize odd and unplanned hours. I also plan enough time for each study, keep well-organized notes and finally leave a few houses for rest and some flexibility. Following a schedule may sometimes be hard, and thus, breaking up tasks into smaller portions and having a good environment is necessary to make sure study needs are met according to the schedule. A good environment entails good lighting, sound, and temperature, as these necessitate comfort. This brings about success and academic excellence.
References
Hensley, L. C., Wolters, C. A., Wong, S., & Brady, A. C. (2018). Academic probation, time management, and time use in a college success course. Journal of College Reading and Learning, 48(2), 105-123.
Johnson, W. F., Stellmack, M. A., & Barthel, A. L. (2019). The format of instructor feedback on student writing assignments affects feedback quality and student performance. The teaching of Psychology, 46(1), 16-21.