Meaningful Feedback
I have used a new approach to grading my online courses. I now take the requirements of the assignment and let the students know that they did or did not meet each requirement and why.
This is pretty standard language between students and then I made the feedback more specific to the student and their work.
I've received very good feedback from students on the course evaulations and I've specifically been told that my feedback is very complete and address them individually.
Has anyone else found strategies that work for providing meaningful feedback to students?
james,
Oh how nice. Not all instructors have this luxury. The F2F component makes it grate to answers questions and give verbal feedback to the group as a whole. Thanks!
Along with student completed on line work,I have the opportunity to meet with students once a week in the classroom. At the beginning of class complete rubrics are passed out and students are given one-on-one feedback.
David and Jodi,
The rubric, with appropriate categories and criteria, are essential. They are not always easy to develop, but worth the time and effort. Thanks again for your input in these forums.
Jodi,
Great points. The grading rubric is an excellent way of providing the feedback you talk about here.
David Pittman
Kimberly,
Like your use of positive "bumpers." It makes us thing about how we approach our students in assessment and in all things. Thank you.
That's wonderful that you are also receiving feedback from your students. Do you typically use the sandwich technique? I primarily teach non-traditional students and they need a little extra encouragement so I always ensure that I'm putting positive "bumpers" around any constructive criticism. :)
Cyndy and Jody,
Thanks for continuing the conversation. We all like to be encouraged, no matter what our age may be. Keep up the encouragement for your students and watch them excel. Thanks for your input.
Jody,
It has been encouraged and it is truly appreciated by the students. I can not tell you how rewarding this is as instructor that the wording of my communication is encouraging, not in a destructive manner and I see the students grow as a result. Many of these students are senior citizens and I am amazed that they are attempting new careers at the age of 65 or greater. They are like sponges and want to learn. It is exciting to watch that the simplest notation of encouragement sparks great things.
Jodi,
Do you use rubrics? If so, what can you tell us about them. If not, have you thought about using them? I also use Jing to provide verbal and visual feedback. Thanks!
