It is important to 1) be instructional and supportive 2) link the feedback to the objectives of the course, and 3) encourage exploration of related dynamics and/or approaching the subject from a variety of ways.
Tomi,
Right on. This is exactly what I just posted on another forum. Thanks for your input.
Dr. Tena B. Crews
Jerry,
That is why it is so important to take the time to develop good rubrics and excellent criteria. The summary and personalized comments are also important to the students.
James,
Timely feedback provides opportunties for the students to improve immediately. When the comments are directed to the learning objectives and helping students improve, that's the best situation.
Hello,
The first component is that the feedback should be provided on a timely basis so the feedback may be used toward future assignments in the class.
Second, the feedback should be tied to the criteria and objectives for the assignment. Generic remarks that could apply to all assinments are not enough -- the feedback must fit this assignment and be specific in detail.
Third, the feedback should be positive and provide guidance for moving forward. If the student has a problem with something in the assignment, the feedback should try to point them in the right direction (without giving them the answers) so the student learn more on the objective/topic.
Thanks, Jim
First, it is important to remember that feedback must be connected to the course objectives and the learning objectives for the assignment. Second, it should provide students guidance and opportunities for further learning. Third, it must be encouraging in tone emphasize positive aspects of student's work as well. I use a sandwich teachnique: say something postive first, then offer constructive feedback on areas where improvement would be possible, and then end with a positive note of encouragement.
Jerry,
Excellent. Giving the rubric up front is perfect. When students understand the expectations clearly, the better. I like that you also give a summary of your comments as well. This is helpful. Thanks!
When developing meaningful feedback I usually follow the criteria that I set in the rubric. I give the students the grading rubric ahead of time so they know my expectations and the assignment criteria before they do the assignemnt. When I give the feedback I ensure that:
1. The feedback starts with a positive note even if it means just acknowledging the student's effort to submit or attempt the assignment.
2. I give very detailed and personalized feedback that are directly linked to the grading rubric that I gave the students. I give specific feedback that addresses the assignment criteria to inform the student if he or she met the criteria. If the student met the criteria, I comend them for it, and if the student did not meet the criteria, I let the student know how to correct the shortcoming.
3. I give a summary and my overall impression of the student's effort on the assignment and I end in a positive note to encourage the student to strive for improvement.
Jerry.
When developing meaningful feedback I usually follow the criteria that I set in the rubric. I give the students the grading rubric ahead of time so they know my expectations and the assignment criteria before they do the assignemnt. When I give the feedback I ensure that:
1. The feedback starts with a positive note even if it means just acknowledging the student's effort to submit or attempt the assignment.
2. I give very detailed and personalized feedback that are directly linked to the grading rubric that I gave the students. I give specific feedback that addresses the assignment criteria to inform the student if he or she met the criteria. If the student met the criteria, I comend them for it, and if the student did not meet the criteria, I let the student know how to correct the shortcoming.
3. I give a summary and my overall impression of the student's effort on the assignment and I end in a positive note to encourage the student to strive for improvement.
Jerry.
Daniel and Michael,
Thanks for continuing the conversation. Rubrics help both students and instructors. Keep the conversation going.
Daniel and Alysha,
Positive, constructive, positive. This is a good way to provide meaningful feedback.
Daniel ,
Specific, individualized, improvement, and monitor are excellent words to describe what meaningful feedback should consits of. Thanks for your input.
Kurt,
Yes, the feedback doesn't just have to be from you. Students should be involved in self- and peer-assessment as well. Nice job.
Mark,
I like the use of the term "asborb my comments, corrections and suggestions." It does take time for students to absorb, but, as you noted, it's equally important that they can apply what you have provided to them. Thanks!
Steve,
Formative assessment is excellent to identify how the students are progressing through the course. The timely feedback you can provide will help students improve immediately. Thanks for your input.
Todd,
Right on. Feedback to the students should be individualized and designed to help them improve. Thanks for your input.
Michael;
It took awhile for me to appreciate the raison d'etre of rubrics. It is a set of benchmarks and scales that a student will often refer to, especially when they read our private remarks to them about an assignment. For instructors, it gives us firm footing when challenged and during feedback. For students, it gives them a sense of fundamental fairness (I think). Thanks for your remarks.
Alysha;
Your reference to "postive tone" is dead on in my opinion. It means we park our egos by the curb and allow students the opportunity to improve through constructive reviews. It requires lots of practice and an appreciation for the power (or lack of) certain words e.g. overuse of superlatives. Thanks for your remarks.
3-4 things worth remembering regarding feedback for assignments include:
1. Specificity in my explanations / descriptors (syllabus).
2. Individualize replies to students in a manner that evokes constructive conversations. Normally most students have an investment in our evaluations of their work. As such, it behooves instructors to use carefully measured tones and language in our feedback.
3. Offer solutions and directions for improvements unless the student has clearly made minimal effort (which is unusual).
4. Monitor level and degree of a student's involvement in the class e.g. discussions. The time stamp is a handy indicator of who is on board with deadlines and expectations for sharing. Use that information to extract more engagment from the student via direct emails, referrals to hotlinks for their review, etc.
1. Students share feedback. Be careful in drafting the feedback so that there is no impression of robo-signing or the like.
Be specific in the items addressed. If changes are needed, offer suggestions or examples.
Positive tone is great, but criticism is needed at times, phrasing it to be constructive is important, but you can't obscure the message with niceties.
Kurt "Trip" Bauer
