Providing Feedback
These are two thought provoking scenarios. In scenario one, I would first point out the areas where I agree with Mike's assessment. I would offer specific examples of agreement and praise him for the work. I would then point out areas where I disagree. I would invite him to consider a different point of view and be firm in the feedback. I would not use challenging or disrespectful language that might damage his self-image.
In scenario two, I would thank Kathy for her candid assessment and praise her for the self-appraisal. I would give her constructive feedback. I would ask her how she might improve her performance in the future. I would seek to build her confidence through my feedback.
In summary, I want to provide feedback to Mike that he will accept without damaging his positive opinion of his performance. I want to provide feedback to Kathy that will build self-confidence that she can perform at higher levels.
Chuck
Consider the two scenarios below and describe how you will communicate to each of these learners. Discuss the reasoning behind your feedback decisions.
Scenario 1: Mike turns in a self-evaluation of his performance on an assignment that indicates that he thought he did an excellent job and met all of the criteria in the grading rubric. When you grade Mike’s assignment, you see that he has not done as well as he thought he did.
Describe how you will communicate with Mike regarding his performance in relationship to how he thought he did.
Without providing the details of your feedback, discuss the ways you could provide actionable feedback to him to help him improve his performance.
Scenario 2: Kathy turns in a self-evaluation of her performance on the assignment that indicates that she knows she didn’t do a good job on the assignment. When you grade it you find that she accurately evaluated her performance.
How will your communications differ from how you communicated with Mike?
What will be your area of focus to provide actionable feedback to help her improve performance?
Hi Victoria, this quarter I have been working with faculty to make sure they use the sandwich rule in their feedback. I agree that it helps learners understand how they can improve as well as keep them motivated! Tina
Hi Scott, I like the idea of taking the learners to the next level. It will keep them from being overwhelmed and progress to higher levels throughout the course. Tina
I always believe in the sandwich rule when providing student feedback: positive comment, suggestion for improvement, positive comment. With that said I would address the things that Mike did well on that he also felt confident about. I would do this in the most enthusiastic way possible. I would then get into the areas that need improvement while being constructive and then end my feedback with his overall performance.
Scenario 1,
I would first focus on the positive portion of Mike's work then tactfully make some suggestions to him on how he could take his responses to the next level and why that would be better for him.
Scenario 2,
In Kathys case I commend her for being accurate in her evauation but would also ask her why she thinks she did not do as well as she could on the assignment? Was it lack of understanding sleep, interest, or to much partying the night before LOL! If I can determine where to focus the positive reinforcement I think I could bring her up to the next level.
Yes, I have found that the use of rubrics provides me two or three benefits.
First, is it focuses my grading on those aspects, thus simplifying my effort.
Second, the students clearly know what is excpected. This reduces complaints and unecessary interaction and confusion with the students.
Finally, I find my grades are much more consistent. Which is the goal of the school.
This happens a lot in my stats classes. Students are used to addressing DQs in a subjective way. In the stats class very specific things are being asked.
Scenario 1:
Mike, you have addressed some very interesting and relevant aspects of the DQ. This DQ is designed for you to demonstrate that you thoroughly understand how to do x. The DQ asks some very specific things and I do not see that your initial resplonse directly addresses those items. Please augment your response to demonstrate x as the DQ reqeusts. I am looking for you to demonstrate that you can do x.
Scenario 2:
Kathy, after review of your assignment and self asssesment, I tend to agree. You did a good job as x. Your treatment of y should have been more thorough and contain more depth. The purpose of this assignment is to demonstrate these skills, thus when doing the assignment keep in mind that you need to demonstrate a deep and thorough understand of what is being asked. Should you need help with any of the material please let me know. There are several sources of help, including the text, online s/w tools (MML and ALEKs), tutoring and you are free to ask for my help at any time.
I believe each response constructively addresses the individual situation of each person.
Hi William, I think that your strategy of having the student discuss why he evaluated himself the way he did! The second scenario requires motivation strategies; however, the student will probably not know how to restore her motivation, so you will need to provide her the encouragement. I would suggest complementing her on her tenacity to stay in the course even when she is struggling and let her know that you are there to support her and encourage her to not be afraid to reach out to you. I would also send an email before the next assignment and check in on her to see if she needs help. Tina
Hi Eva, yes, I agree, Kathy may be at risk of dropping out, so it's important to help her feel that she can be successful! Tina
Hmmm...interesting scenarios. For the first scenario, I would first talk about what he did well and then talk about the areas in which he could improve upon in his assignment. I would then ask him why he thinks he evaluated the assignment so highly--I think it's important for him to understand for himself why he thought his assignment was done so well versus the reality.
For the second scenario, again, I would point out what she did well and what she needed to improve upon. I would then ask her why she didn't think that she did well and what could be done to improve that? If, as has been asked in other forum posts, she losing her motivation to learn, I would ask what can be done to help restore that motivation.
For Mike I would leave feedback explaining all the things he did correctly, then discuss the areas he didn't do as well in, followed by instructions on how the post could have been improved.
For Kathy, I would explain the areas she did well in, then follow up by showing empathy and understanding that she knows she didn't do as well as she could have and assure her that I am there to help if she feels she would like help for future assignments.
Hi Tina, thank you for your kind feedback. It was reassuring to read the various strategies. I think that we have to be sensitive to how we point out the negative aspects in the feedback without affecting the morale of the student. It is true for any type of communication even in my Management Communication course, we learn the same strategies when sending a negative letter/email to a customer - i.e. sandwich the bad news between the positive and end in a forward looking way. I believe that students are our customers!
This are excellent suggestions Asmeret! Tina
Hi Tina,
In my feedback, I always try to integrate certain elements: encouraging, individualized, constructive, 2x2 format (2 things that are good and 2 things that are missing, not well articulated or downright wrong.
Scenario 1: I do not want to shock or dampen Mike’ enthusiasm so I’d appreciate that he is motivated and enthusiastic to do an excellent job. So it is important to show that as a positive and being tactful not to hurt his feelings; however, demonstrate what is missing and also provide him concrete and actionable suggestions that he needs to incorporate/articulate or complete as per the grading criteria. Focus on: assignment description and grading criteria and help him to interpret and translate those elements into his assignment, advise him that he is on the right rack but that he needs to pay more attention to and ensuring that he works within the criteria and that if he uses the criteria as a guide, he will do a great job.
Scenario 2: Kathy deserves credit for the correct self-evaluation. As she is already aware, I'd first concur with her evaluation and provide her on how to bridge the gaps by explaining the “why” of the shortcomings in her assignment and provide her with constructive feedback with concrete actionable steps. Focus: on the identified areas of weakness whatever it may be. Offer a one-on-one subject matter tutoring, or suggest to her accessing any of the virtual campus resources (e.g. writing, APA style etc) to help her do a better job next time round.
Hi Deborah, yes, I agree that it's important to keep from stating that something is wrong but give Mike specific ways to improve. Tina
Hi Carol, I think you are spot on with your recommendations. For Kathy, she may also need more motivational support. Tina
Generally speaking, what my communication would have in common with both is that I would be using the sandwich method: acknowledging the positive, sharing where things could be improved, and then closing on a positive note (reemphasizing my open door policy).
But more specifically, with Mike in the meat of the sandwich, I would diplomatically point out what I perceive to be his blind spots and give suggestions on how to not only improve on the next assignment but also be able recognize what an average vs good vs excellent (etc.) assignment looks like.
Specifically with Kathy, I suspect if she knows she didn't do well then she's got the self-awareness to know that she could do better. So it's possible for her to do better if her environmental circumstances were better. I might ask her questions outside of the scope of the assignment to see if she needs help with time management in general or if something else was going to prevent her from doing her best and then co-create a strategy so that she can do better the next time.
#1. I would start by telling Mike that he did ok but give him some examples of where he may not have et the criteria. Instead of saying that is wrong you could say think of another way, or try and re-read the criteria requirements and ask is there something else you may think is pertanent.
For both Mike and Kathy, first I would give them all the positive feedbacks about all the things that they have done nicely. Next, I would point out the areas where they need imrovement and how to do those improvement.
The difference in the communication will be:
1. To Kathy, I will commend her for evaluating her performance correctly. I will encourage her to do so more in the future because that's one of the best way to learn anything.
2. To Mike, I will praise him for evaluating himself and encourage him to do more in the future.
