I would write to Mike to provide feedback on the disperity between his evaluation of performance and his true performance. I would alert him, in a positive tone, of areas in which he could improve or make strides to meet the level of performance that he believes he is currently at. I would remain positive and let him know if he has any questions he could follow up with me.
For Kathy, I would give her positive feedback and provide feedback items to assit her improve in her classroom performance.
As mentioned many times, a Rubric always helps. We are encouraged to use a 2x2 feedback method. I'm not sure I agree with it, as yes you should always be encouraging, but sometimes finding 2 negative things will just seem like nit-picking.
If you stick to the Rubric and grade equally across the board, then the grading will be easier and help reset expectations of both students.
-- Matt
Daniel,
This is a good solid approach. The "pick me up" and the "gentle reality check" fit the circumstance well. Thank you for your contribution.
Dr. S. David Vaillancourt
This is an interesting post and identifies different needs for communicating. Imagine if you will that Mike has a definite misconception of his performance. How do we cure that without causing hurt feelings and damaging potential future desire to learn? By providing both compliements and areas needed for improvement. If you sandwich the need for improvement with complements, it makes it much easier to swallow the medicine.
Kathy is definitely more realistic in her performance and definitely needs a pick me up as far as encouraging her to improve. In addition, you can highlight the areas needed for improvement.
Dan,
Starting and maintaining that positive approach is very important. The individualized instruction you indicated is very sound. Thank you for your contribution and insights.
Dr. S. David Vaillancourt
Mike should first be shown some positive feedback on the work that was correct.
After the positive feedback Mike should be shown why he did not receive full credit for some of his work and he should be clearly shown how his work didn't meet the expectations spelled out in the rubric.
Finally, I would discuss a methodology for checking work in light of a rubric that may help him better align his expectations with the actual quality of his work.
Kathy also needs positive feedback for the work that was correct.
She also will benefit from positive feedback about her fair assessment of her work. This will help her to continue to be realistic about the quality of her work.
Milk will certainly be guided more than Kathy. He will need help in understanding why his work didn't meet the criteria in the rubric. Kathy needs support and encouragement for what she did well. This support will help her to continue her fair assessment of herself.
Mike will need help in working through the rubric's criteria and will need to see and discuss case studies that exemplify how work is graded using a rubric.
Amy,
These are both excellent examples of positive approaches that are individualized for the instructional needs of each learner. Very nice.
Dr. S. David Vaillancourt
In both scenarios, I would begin by discussing the positive points, emphasizing them in order to build and maintain confidence in the student. I would then present positive steps that the students could take towards improving and enhancing their experience. I might in Mike's case state something along the lines of " You did a very good job with this assignment in that you had all your references sighted and it thoroughly answered the question at hand. A great way to make this even better is to have your paper formatted in APA style. I can give you a link for a template for future use."
In Kathy's case, I might admit that I could see that she was challenged : " I can see that you worked very hard on this assignment. Your effort shows. I can help you with some of the challenges you seem to be facing."
Ginny,
Making individualized adjustments based on standardized rubric provides flexibility for individual needs as well as continuity of instructional quality for all students. The additional focus on encouragement for both students indicates a comprehensive approach. Nicely done, thank you for sharing.
Dr. S. Iavid Vaillancour based on a standardizet
Course Instructor
Hi Dr. V,
My first step in both cases would be to make sure that Mike and Kathy understand the grading rubrics. Naturally, I would do this privately with each student.
With Mike, I would then ask questions about his answers in relation to the rubrics. For example: "How do you feel your answer fits into the rubrics?" This will give him the opportunity to explain and/or possibly re-thinking his answer while giving me the opportunity to assess what he has learned.
With Kathy, I would do much the same thing, but I would encourage her to have confidence in her skills and knowledge. This is much easier after she has realized that she actually did really well on the assignment.
For both students, after the initial conversation, I would continue to provide words of encouragement and let them know I am there if they have any questions.
Thank You,
Ginny
Andrew,
This is a very reasonable approach and addresses (very well) the individual issues of each learner. Thank you.
Dr. S. David Vaillancourt
With regard to Mike, I think that it would be important to refer to the grading rubric, which would clearly define the criteria for a job well done, as well as a job not so well done. By reinforcing firstly what was done well, Mike will likely be far more receptive to the feedback as to what was not done well.
With regard to Kathy, I think it would be important to refer to the rubric, but also to establish why she felt that she did not meet the criteria. I see it as a positive sign that she knew that she did not do a good job, as this indicates that she may also know what would be required to improve upon her performance. I would use that to encourage Kathy to improve her performance.
Gayle,
Basing the feedback on an established criteria often gives students security that the instructor feedback is more than just the teacher's opinion. It also bolsters the instructor's credibility for using consistency and established standards as a basis for evaluating classwork. The individualizations for each student also fit well with their individual needs. Thank you for your insights.
Dr. S. David Vaillancourt
Gayle,
You seem to have a strong affinity for emphasizing positive reinforcement. This very useful in the online classroom to help overcome the sense of isolation that some students are proned to experience. Thanks.
Dr. S. David Vaillancourt
With Mike's case, I would go over the grading rubric, first stressing what he did well. I would then point out certain key points he may have missed also based on the rubric.
With Kathy, I would ask specifically what she think she did wrong on the assignment. Then, using the rubric I would point out what she did correctly. I would ask her what she could have done differently to feel good about the assignment, and see what I could do as an instructo to help her achieve her goal
I agree, Amir. A rubric would show the student in each scenario the specific details of the assignment. In both cases, words would have to be chosen carefully, and postive reinforcemnt should be emphasised
Ervin,
Your point is a good one. Grades are a reporting tool to indicate level of performance, not to reward effort. Nevertheless, the two are often (not always) highly correlated. Providing the feedback based on the student's individualized need for improvement in performnce is the right way to go. Thank you.
Dr. S. David Vaillancourt
In both cases it basically falls under the heading of teaching the students.
In the first case, you need to explain where exactly the student feel short and why. It may be that he has had prior experience that his work was fine. Again that is the difference in teaching styles and class work.
Second case, again it basically boils down to working with the student and helping where she falls short.
Remember we are not here to give grades but what is earned.
Sandra,
Criteria-based grading (as opposed to curving) and using rubric established criteria is an excellent approach. It provides a stable backdrop for performance discussions in a more objectively focused conversation. The encouraging tone and vocabulary is the key to maximizing this approach. Again, very nice.
Dr. S. David Vaillancourt
Sandra,
Providing the student with the guidance to define her own difficulties and collaborate on possible solutions with the instructor's assistance. The fact that she already understood that a deficiency existed opened the student to a likeliyhood of some level of being receptive to this approach. Very nice.
Dr. S. David Vaillancourt
