Eleanor,
Positive feedback, criticisms, positive feedback - the sandwich approached mentioned by several in the forum is a great approach to providing students with feedback. It helps students maintain their self esteem while still getting across the important things that need to change and be improved.
Herbert Brown III
For Mike, I would provide some positive feedback on the good points of his submission. I would then introduce some of the criticisms, pointing out specific criticisms and interspersing some "have you thought about . . ." It would be my intention to lead the student to discover some of his deficiencies in the assignment. For Kathy, I would encourage her by praising her honest assessment, point out how the assignment could have been better and encourage her to do better.
Michael,
I think your final statement is very important....provide positive comments on what is good, and then carefully provide the constructive feedback.
Herbert Brown III
Scenario 1, and scenario 2, while completely different can be handled using the same basic format. Regardless of the situation, the facilitator must 1st provide the student with a comfortable 1st sentence. Then tell the student what they have been doing correctly on the project, or in the class. Begin transitioning into the problem at hand, explaining very clearly where the students stands according to the expectations of the instructor, And possibly offer suggestions for improvement. Finally, the instructor must make sure the student does not feel alienated by the instructors comments. This could entail a humorous comment, or even reiterating the good points of the student.
Michael Maldonado
LaBoore,
Good. Specific feedback and clear directions and examples help tremendously.
Herbert Brown III
scenario 1: I would email Mike suggesting that he contact me to discuss. Sometimes when the student hears me read their paper out loud, they realize that their idea may not have come across the way they thought. I would then provide Mike with pointers on how he could have responded and provide examples.
In both examples, the problem may be pointing students to the grading rubrics that will be used in the assignment and where they can be found in the classroom. In the past I typically post the grading rubrics on the announcement board at the start of the week and let student know to use this as a checklist as they complete their assignments.
My communication with Mike would be to be specific on what he was missing in the assignment by providing a grading rubric in the grade book as part of my feedback to him along with commentary on how he can do a better job the next time.
My feedback to Kathy would be to respond to her comments along with grading rubrics and include feedback on how she can do a better job next time along with providing additional resources to help her in her studies of the material.
Lori,
Focuses on their weaknesses and areas for improvement are very important; however, also make sure you give them some positive feedback on the elements they did correct. This will help motivate them. If they only receive the "improvement" items they begin to get a bit discouraged.
Herbert Brown III
Scenario 1: I would email the student listing the criteria where he was deficient and explain where improvement can be made. I would compare my evaluation with his and where improvements can be made.
Scenario 2: I would state that I agree with her and explain where improvements could be made.
There wouldn't be a difference between someone that evaluated their self wrong or correctly. Communicating why I agree or disagree and show where improvements can be made would work for both scenarios.
My focus would be on the areas of weakness and ways to improve them. Listing information usually helps so it serve as a checklist moving forward.
