Samia and Kate,
Thanks for continuing the conversation about feedback and when "canned" works and when it may not work as well. Remember feedback should help the students improve. Thanks again.
Tena
Making a Jing has proved to be very helpful as an additional student resource and as a time saving instructor tool. Of course the Jing has to be modified to include new and different 'mistakes' and or directions.
Samia
Kate
I have used 'canned' feedback in instances when the assignment was quantitative and the rubric was very answer focused i.e not allowing for interpretation. The minimal changes required woud be in actual points such as 10/10 or 8/10.
In essay type of assignments 'canned' feedback proved to be not as informative.
william,
We all find what works for us. It is good to try new things to possibly find something else that works for you. Thanks.
I have tied to reuse parts of feed back, but to me it seems to take longer. I do end up often using the same phrases when giving feedback, but tru to personilze each feedback if possible.
Katrina,
when they make the same mistakes over and over again, make a Jing (or other desktop recording software) video that show them and tells them how to do it. They can watch this over and over again. And, when you grade APA style, you can then save time by simply telling them to watch the video again.
I have to agree. For the most part, many of my students will make the same mistakes and it especially the case with APA formatting. We are required to customize the feedback for each student and I usually do this by focusing on some good points in each student's paper and then reuse feedback on other general items.
Bari,
Yes, when I have taught very large classes, it was very helpful. We still have to make sure we provide individual feedback to the students.
Reusing feedback if appropriate is a time-saver for large classes. I always personalize my comments the ad the feedback that is appropriate for thir work on the assignment. Sometimes I add the working rubric with the points earned withe an explanation in my comments above the grid. Doing this consistancely makes students be aware of the requirements for each assignment, knowing I will use the rubric in their summary.
Dr. Courts
Robert,
Whenever we can find more time it is beneficial.
Thanks for your input?
Denise,
Right on. Reuse and recycle what works. Make sure what you are using will benefit the students. Thanks for your input.
Yes, it's very helpful to have a general framework in the feedback. Thus, more time can be had for specific issues and help pertaining to this individual student's work.
I think it depends on the course and assignment. In a lot of cases, it would be like reinventing the wheel to NOT re-use some of the old. Re-using where applicable allows greater time to be spent where the real explaining is probably needed.
Andrew,
Definitely me too. My largest online course was 415 and recently my largest was 220. Re-use. . . . ;-)
I absolutely re-use feedback. When you have over 40 students, at least 5 or 6 per assignment will have the exact same issues with the assignments so I will copy and paste the feedback and change the name and any minutae involved.
Hala,
Good thing - your combination approach. When you can be consistent and specific in your feedback, the students will benefit. Thank you.
Hi Katherine
I do a combination of this with an individualized component. In this way I can be specific and consistent.
Thanks
Hala
Katherine,
Yes, there are key elements on any assignment that will have similar feedback. When you think like an editor, you have "given comments" that lend themselves well to different situations. The feedback, as you said, does have to be individual though and the students should learn from your feedback. Thanks!
