The three things to keep in mind when developing meaningful feedback consist of the following:
Provide to improve learning
Be specific not generic
Remember the different methods that can be utilized, not just the written text
Hi Dr. Crews,
I follow the sandwich method, where I start with a positive feedback, then point out areas of improvement with helpful resources, and finally end with a positive comment like, "great job!", or "overall, very well done on this assignment :-)"
Detail is also required in the feedback.
Finally, I allow my students to correct their work and resubmit. This helps them to learn from their mistakes, and to maximize their learning experience and points associated with this assignment.
Sheila,
You got that right! The feedback is essential and should be specific enough to help students improve. Thanks for your input.
Dr. Crews,
The following are the three most important things to remember when providing meaningful feedback to students:
1. Individualized feedback: For students, this kind of feedback would be more beneficial than just "canned" comments.
2. Specific feedback: The feedback should go beyond "Good job!" It is important to address what is specifically required for the assignment and explain which requirements were met by the student. The instructor must set clear expectations through the rubric.
3. Feedback connected to the learning objectives: All activities in the class are tied to the learning objectives, and it is always important to keep them in mind, and also help the students to see that connection.
Dr. Naomi,
Best to you too. Hope you get a holiday break. Take care.
Albert,
Tone is essential whether it's through assessment, communication or on discussion boards. Praising students as well is a good technique. Thanks for sharing.
Hello Dr. Crews,
You're very welcome! Yes, as a lifelong learner I absolutely agree with the importance of learning from each other. Have a great holiday season!
Warm regards....
Dr. Naomi
After carefully reading a response or an assignment identify the the points that are in error and the points that are well done.
For the responses that are well done, acknowledge them and suggest extensions or areas of expansion.
If you find statements, answers, or conclusions that are incorrect, identify the exact place in the assignment to the student. You must understand the student's point of view to reconcile your response to the student's response. The assignment should have a rubrics so that you can identify the expectations for the assignment. Use the rubrics, the instructions, and course content to demonstrate to the student from their point of view your concerns about their responses. as part of the evaluation, the rubric should provide structure for the assessment: distinguish between missing tasks, misunderstanding about the meaning of task, and inconsistency with the student's response with the course content.
Before you write your evaluation, review it to make sure that the tone is an evaluation of the student's work and is NOT an evaluation of the student. If you determine that some of the instruction were not clear acknowledge that to the student.
As the instructor, your role is a facilitator for learning.Your feedback your help the student to improve their understanding and purpose of the assignment.
Dr. Naomi,
Thanks for your continued responses in this forum. As we continue to learn from each other, input from all instructors is important. Thanks again.
Good morning Dr. Crews,
You're very welome! Yes, absolutely this is the first word that comes to my mind when deliveriing feedback to my students. Have a blessed day!
Take care....
Dr. Naomi
Lisa,
Positive, constructive feedback is more meaningful. And, providing additional resources can be very beneficial to students. Thanks!
Provide positive feedback.
Provide constructive feedback.
Share helpful links or documents to help the student strengthen the weak areas.
Gary,
I see your point. We do need to be positive, but you are right, we need to give students constructive criticism so that they can improve. Thanks!
Steve,
You bring up some good points. The meaningful feedback doesn't just have to be summative, formal feedback, but can be informal as well. Keep it up!
My biggest thing is to not sugar coat things. We can be "positive" and that is good. However, not every thing in life is positive, and that's just reality. Sometimes, part of the learning is giving doses of reality. It is not always possible to put a positive spin on everything and that's all there is to it. Having said that, my top three things to remember when giving feeback is
1. Be positive but also be realistic. Students know when things are being sugar-coated and although they may not act like it, I think they appreciate it when instructors can also be very frank with them. "This is not good and here is why" to me is better, more direct than pretending something IS good about it. "Well, nice attempt and not bad but..."
2. Make sure you are communicating the feedback AND it is being absorbed and understood. I always leave my students the option to see me if for example, the feedback was in writing. In fact, I usually do see students one on one for all projects.
3. Being consistent with feedback. In other words, giving feedback for ALL projects and assingments, etc.
I believe the 3 most important ways to provide meaningful feedback include use of rubrics, informal feedback explaining any errors the student made with the assignment and the ability to provide examples of how the assignment should appear upon completion.
Juliet,
Constructive, timely feedback connected to the learning outcomes definitely help the students improve and reach toward the objectives too. Thanks for your input.
David,
Right on! You bring up great words to describe assessment. The rubrics, with appropriate criteria, help with the consistency and thoroughness. Thanks!
1. Constructive not destructive
2. Timely both in time and delivery method
3. Related to course objectives, so that it becomes a learning tool, so not being dreaded...
Dr. Crews,
The three most important assessment ideas that I use are consistency, throughness, and grading rubrics. I am able to achieve consistency and thoroughness through grading rubrics. To me it is a method of being fair to all students and grading them on the same scale.
David Pittman
