Coleen,
Very good. Specific, timely encouraging feedback that takes them back to the instructions and preparation.
Dr. S. David Vaillancourt
Scenario 1: I would first tell Mike that he did a good job, but also follow-up with the specific criteria that he needs improvement on. Encourage him to read the assignment thoroughly prior to doing the assignment and then again before he submits it. It is not uncommon for a student to miss part of the instructions.
Scenario 2: I would first tell Kathy that she did an excellent job and reinforce her confidence. Point out areas that need improvement, but let her know that I am there to help if she needs it. Encourage her to prepare in advance.
Annabel,
These minor, but powerful, techniques are often highly effective when we remember to use them. Very good strategies. Thanks for sharing.
Dr. S. David Vaillancourt
Hello,
In the first scenario, I would use the sandwich method to provide Mike with feedback. I would first provide him with a positive comment, then provide constructive criticism and finally end in a positive and encouraging note. In the constructive criticism I will try to avoid the word "you" instead I will use phrases such as "I noticed." This way Mike will not feel that I am attacking him or tearing him down rather I am just providing areas of improvement. I would encourage him to review his work and make sure that he met all of the requirements of the assignments.
For the second scenario, I would use the same sandwich method. This method would, also, be effective to relay to Kathy my feedback. I would encourage her to use the school resources, such as tutoring, to assist in her courses. In addition, I would encourage her to ask questions if she does not understand the material.
Ashley,
This is a good balanced approach within a positive context. Nice work.
Dr. S. David Vaillancourt
I would start out with telling Mike he put in a great effort and I appreciate his evaluation, but there is room for improvment on the points I found wrong with his assignment. Reiterate his great effort again, but sum up the rooms for opportunity.
With Kathy's evaluation I will first ask her why she thinks she did not do well on the assignment, but I will again say great effort and provide her with the areas of improvement for ner next assignments. My focus will be to improve her efforts so she thinks she submits quality work.
Carol,
This is terrific. I have a similar approach (provide rubric, same format of response for each student, minus the "amazing" component), but I believe I will be adopting that from your format for all of my students. Very nice. Thank you for sharing.
Dr. S. David Vaillancourt
Scenario 1: first, point out the amazing parts of his assignment, the "met the standard" part of his assignment, and then the "next steps" part of his assignment. If there is no "amazing" part, I would find something....either in his work ethic, his determination to succeed, his willingness to learn and apply previous knowledge with new, incoming instruction....I would find something. The "next steps" part of my feedback to any student includes: what is weak and/or didn't follow the rubric in the response and/or action that will promote growth to higher level of achievement.
Scenario 2.I've recently had a Kathy assignment. Her evaluation was so far from the truth of her quality of work that I asked her to re-read her assignment as if someone else wrote it and use the given rubric to grade the response. She was able to see that she was not objective when evaluating her work against the rubric.
My feedback is usually the same for all. The format is basically the same so that no one feels that I've singled him/her out, or that one person is better than another. The hope is that by keeping that same format students will see that there is often something missing and there is ALWAYS room for growth.
So I point out the amazingness of each response and the next steps for that individual. In the face to face classroom I often hear comments like: "I need to work on this part....where is your weak area?
Often students don't use the rubric provided to critique their responses objectively. By giving the rubric with the assignment and returning the grading and comments on the rubric, students (at least in theory) will begin to use the rubric as they construct and submit their assignments.
I'm always interested in hearing how others use rubrics...or any other ideas anyone may have for evaluating students.
Lisa,
In the contemporary, mostly textbased online instructional environment of today's LMSs, word selectivity can have significant impact. Very good.
Dr. S. David Vaillancourt
Lisa,
Well proven approach. Very nice.
Dr. S. David Vaillancourt
Gayle,
I agree that one should choose his/her words carefully in providing feedback that will help learners grow and evolve in the new knowledge.
Lisa
When providing feedback to learners I always start with the positive. I tell them about something they did well and provide empowering and encouraging language to bolster their confidence. I then use language that provides suggestions for improvement in areas that appear to need strengthened. Starting with the positive helps learners to be more receptive to suggestion to improve their work.
Dalene,
Your gentle, yet firm, manner would prove most effective in the majority of situations. Very nice.
Dr. S. David Vaillancourt
Regarding Mike: I would comment individually on Mike's own feedback regarding his performance, stating how I agree that he did thus and so and commend his work as much as I can, but with a big HOWEVER statement. I would say to him that I would like him to consider this or that as a different approach and why I want him to consider that approach. I would present a scenario or sentence that underscores my concern, and ask him to respond with an opinion.
Regarding Kathy: I would find a way to encourage her and commend her submitted work. I would not acknowledge that she stated that she did not do a good job, I would keep it positive and highlight what she did well. I would correct her work with disclaimers "please consider this format" and query her on "what were your thoughts when you presented this scenario" ? This way, I can engage her in a positive manner.
RICARDO,
Excellent recommendations. Using the Socratic approach, with positive encouragement that directs the students to specific action on their parts. Thank you for sharing your insights.
Dr. S. David Vaillancourt
In scenario 1, I would take the 'sandwich approach' to Mike by first listing the criteria he has successfully met. Rather than telling him what he has not done, I would then ask if he has met each of the remaining objectives outlined in the grading rubric. Finally, I would offer tips for success and assure him that I look forward to reading his next post. This approach would provide actionable feedback while at the same time offer words of encouragement and support.
In scenario 2, I would list the criteria Kathy has successfully met by itemizing the relevant objectives outlined in the grading rubric. I would then provide additional tips for success and assure her that I look forward to reading her next post. This approach would provide actionable feedback while at the same time offer words of encouragement and support. The main focus of each feedback would be to offer tips for success that would be a guide for the next discussion post or essay assignment.
Bobbi,
Your overall approach seems very sound. The additional offer of a tutoring is an excellent recommendation.
Dr. S. David Vaillancourt
I would have to break it to him gently but honestly. I would go over the problem areas and give tips on how to improve. As far as Kathy, I would also let her know where the problems are coming in and give her tips on how to aprove maybe offer tutoring?
Yvette,
I greatly enjoy learning of success stories like this. Teachers do change the future.
Dr. S. David Vaillancourt
Yvette,
These are excellent focal points and can have significant impact with many students. Encouragement, focus on doing better next time and specific instruction for doing better makes a great recipe for student improvement. Very nice.
Dr. S. David Vaillancourt
