For scenario 1, although couched in positive verbiage and having pointed out the good aspects of the assignment, I will indicate the less than optimal aspects and give pointers on how to improve.
For scenario 2, I will indicate that her understanding that she knows per lack of performance is present, that she's halfway home to solving such. Then I will provide her with specific details of her underperformance and ways to improve.
"The category does require a detailed explanation, but providing detailed, constructive feedback is part of the job anyway. "
EXACTLY!!! It's so refreshing to to hear that I'm not just being difficult! Thanks for the support. ;-)
In Mike's case, I would review the expectation level. In the first forum that discussed expectation levels, I mentioned that a component of the expectation level is sharing what is needed for an "A" on any given assignment versus what does not merit an "A."
With Kathy, I would also look at the expectations. What would differ in Kathy's feedback is that I would most assuredly recognize and acknowledge her honesty in the self-evaluation. In both cases, while constructive criticism is necessary and a part of my job responsibilities, I would still choose to focus on what both students did well in the given assignment. I would also be sure to offer suggestions and additional resources in helping both gain a better understanding of the objectives of the assignment in which they submitted.
Garry,
This is very true. I have seen these shortcomings of rubrics offset a very few times by institutions providing for the academic freedom of the expert instructor to provide an 'open' category worth 25%. The category does require a detailed explanation, but providing detailed, constructive feedback is part of the job anyway. So this is not an issue with instructors who are really teaching. Thank you for sharing this insightful contribution.
Dr. S. David Vaillancourt
Garry,
Very thorough. The "letting them know that overall success isn't dependent upon any individual assignment"' is an excellent point. Correct perspective can be a powerful influence on success. Thank you for sharing your expertise.
Dr. S. David Vaillancourt
Rubrics are great to a degree. But there is a damaging aspect to them as well though. In many instances, the (very noble) attempt to remove subjectivity ultimately leads to an outright dishonest assessment of the assignment.
I teach design. And while there are several things that concretely should be considered in every design (such as unity, craftsmanship, balance, proportion, variety, etc.) and these items can have a legitimate numeric percentage applied to them, there is a point where an assignment doesn't fit into such a system. A single design can have a solid sense of balance, unity, and emphasis, but the craftsmanship is so bad that the assignment deserves to fail. But if craftsmanship is only 10% of the score, then horrendous craftsmanship can't fail the assignment. And that's a kind of inflexibility that rubrics can't deal with. This same issue pops up in creative writing, music, and elsewhere.
In both cases I provide students with information about critical feedback and what it's value is, and how to use it. This is intended to set the stage for authentic and honest criticism and praise resulting in the student having an objective understanding of his strengths or weaknesses. Appropriate self esteem or self awareness is vital here to bring about. Both inflated self esteem and low self esteem are damaging to the individual learner and the learning environment.
But the fundamental structure is the same in my response. I'm to encourage them to recognize that they are capable of understanding the material and passing the course. And letting them know that overall success isn't dependent upon any individual assignment.
Once these concepts are thoroughly presented, I would be sure to honestly let Mike know that his work wasn't as good as he thought. Then I'd probe with questions to delve into why he thought it was so exceptional. A continued dialogue is likely in order in this case.
For Kathy, Strong encouragement to confidence is in order. While again asking what made her focus so much on the weaknesses in her assignments.
Darakshan,
Good motivation and corrective approach. Thank you.
Dr. S. David Vaillancourt
Nicole,
Very good. The private feedback is a must.
Dr. S. David Vaillancourt
In both cases, will provide feedback and an explanation of what the student did wrong. I will also include reference to the course material where the student can obtain additional information.
In case 1, I will start with encouraging words for Mike and then go over the mistakes made. This way he will be motivated to perform well for future assignments.
In case 2, I will commend her for her excellent performance and motivate her to keep it up.
With Mike, I would provide details on the rubrics showing which items he did not do well in and ask if he understands why his marks are what they are. I would explain this process because of future assignments and see if the next assignment has improved.
With Kathy, I would to the same, provide details on which items where not completed correctly on a rubrics.
I would send each student feedback through the system if allowed, or through email if private feedback is not enabled for a particular class.
Mitchell,
The encouragement is essential to go with the accurate assessment and corrective measures. Very good. Thank you.
Dr. S. David Vaillancourt
I think the key here is with positive reinforcement for both students. While they both have different perceptions of how they performed, the instructor should emphasize what they did WELL, while at the same time pointing out the inaccuracies of their responses.
James,
As dangerous as that approach may be (in today's litigious society), I agree that it often provides the best resolution. Thank you for your candid feedback.
Dr. S. David Vaillancourt
In either case Dr. Vaillancourt, it seems to me the instructor needs to be honest with the student to properly communicate what needs to be done--I have found students really do understand their situation/environment/circumstances, probably more openly/honestly than the instructor does--so to trying some form of political correctness to communicate what the student really needs to understand can loose the true message--I have found that students really appreciate an honest, sincere, concerned instructor--
ROBERT,
Yes, timely and specific feedback that provides direct instruction for specific action on the part of the student is a very reliable instructional tool. Thank you for sharing your insight.
Dr. S. David Vaillancourt
Dr. Aron,
Yes, timely and specific feedback is one of the best tools.
Dr. S. David Vaillancourt
Providing the right feedback to students is important for successful achievement in online education. It is very important as well to provide feedback that the students can act on.
In both scenarios I will provide a rubric to communicate both scenarios. Rubrics provide a specific breakdown of what students will be specifically evaluated on. This will also provide an avenue for guidance on how the student can improve.
Dr. Aron
Dave,
Keeping the students understanding the big picture is an important aspect. Very good.
Dr. S. David Vaillancourt
