My Top Three list for Meaningful Feedback:
1. Must be tied directly to assignment/objectives.
2. Must be specific and individual.
3. Must be positive in tone so as not to embarass or discourage the student.
Sincerely,
Terry Weaver
Diana,
Right on. Students need specific information and meaningful information so that they can improve. This helps the students moving along in their journey.
John,
I agree that feedback should be provided to students in a format that can review over and over again. But, it doesn't just have to be written. I record my voice and what I'm grading w/ edits/highlights/Track Changes or whatever and the students can watch/listen to it over and over again. I use Jing. Hope this is helpful.
Joanna,
Yes, there is a fine balance between positive, yet constructive feedback. The constructive feedback should help the student improve. Nice job.
1. Be personal and specific. Students need to know we actually read their work and are responding to them as individuals.
2. Don't sugar coat feedback. We need to be authentic to be credible. Students respect honesty because too much sweetness and light causes confusion and complacency.
3. Create the expectation of improvement. Open the door to improvement by suggesting new paths of inquiry or sources of information. Respond as if we are on a journey together, each assignment being a stepping stone to the final goal, which is an education.
Tena,
Hello. It’s important for the feedback to be in written form so that the students can go back and review the feedback at a later time; feedback shouldn’t be provided over the telephone. It’s also important that not all the feedback is negative; there’s likely at least one positive thing that the student did in the assignment. Additionally, it’s important to provide timely feedback so that the students have an opportunity to correct any errors in the next assignment.
Regards,
John Halstead
1) Positive feedback but also constructive feedback in a polite and professional manner so that students can know what they did well but can also improve
2) Timely, consistent, and fair in that all students receive the same level and quality of feedback
3)Appropriate to the assignment
Tony & Scott,
Thanks for continuing the conversatin. I too agree about fairness. Developing essential criteria are helpful in this task. Thanks!
Tony,
Yes sir! Rubber stamping provides little meaningfull feedback. Without meaningful feedback in a timely manner, students are less likely to improve and/or success. Thank you.
Scott-- I agree 'fairness' is important. Tying feedback to the published feedback enables fairness. It would be unfair to grade based on an ever changing set of criteria.
When developing meaningful feedback, it’s important to remember to:
(1) ..individualize the feedback. “Rubber stamping†feedback is often too generic.
(2) ..tie the feedback back to the rubric. Most of us want to understand the criteria in which we are being evaluated against. “Surprises†should be avoided. By tying the feedback back to the rubric we ensure that we are evaluating work consistently and based on a common understanding.
(3) ..provide timely feedback. The sooner student’s receive feedback, the sooner the student can benefit from the information
Lois,
Lois,
Go for four! Thanks for your input.
Dr. Tena B. Crews
I agree on all three, but would like to add specific if allowed to go to four.
Willie ,
I see your point, but you can discuss either type of feedback you like. Thanks for your input.
I think that this question should be a little more precise. Are we talking formative feedback or summative feedback? I am going to go with formative feedback.
I try to avoid diffusion. Feedback must be centered on the individual and therefore must not involve examples of others wrong doings. Language must be specific and targeted to what the individual is or is not doing and subsequently what you want or do not want them to do in the future.
I try to avoid overload or bombarding the student with too much at one time.
Feedback must be clear in describing both past behaviours that must be addressed, as well as describing what future behaviours are desired. Specific and relevant examples are critical, as well as the ability to answer logically questions that seek further information and clarity to help the individual take on feedback and reconcile it with current knowledge, skills and experiences.
:-)
Nicholas,
R-E-S-P-E-C-T! I feel a song coming on. ;-) You are so right. When you say "negative" feedback, I'm sure you mean constructive feedback. Thanks for your input.
Stanley,
Meaningful feedback is many things and you have hit on three specific things. I always try to start with positive feedback but also include some constructive feedback to help the student improve. Nice job.
Les,
Feedback that is meaningful is essential. Providing information to students in a variety of ways is also important. We have to help all students. Thank you.
1) Respect the work and feelings of the student when providing feedback.
2) Provide both positive and negative feedback
3) Make sure the negative feedback stimulates critical thinking and indicates how to address the problems.
1. Specific as possible.
2. Related to assignment requirements and course objectives.
3. Postive (I prefer encouraging).
