Importance of Providing Meaningful Student Feedback
Feedback is any response regarding a student’s performance or behavior. It can be verbal, written or gestural. The purpose of feedback in the assessment and learning process is đồ sộ improve a student’s performance - not put a damper on it. It is essential that the process of providing feedback is a positive, or at least a neutral, learning experience for the student. Negative feedback can discourage student effort and achievement. Instructors have the distinct responsibility đồ sộ nurture a student’s learning and to provide feedback in such a manner that the student does not leave the classroom feeling defeated.
Characteristics of Effective Feedback
Educative in Nature
Providing feedback means giving students an explanation of what they are doing correctly AND incorrectly, with the focus of the feedback on what the students is doing right. It is most productive đồ sộ a student’s learning when they are provided with an explanation as đồ sộ what is accurate and inaccurate about their work. One technique is đồ sộ use the concept of a “feedback sandwich” đồ sộ guide your feedback: Compliment, Correct, Compliment.
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Given In a Timely Manner
When student feedback is given immediately after showing proof of learning, the student responds and remembers the experience about what is being learned more positively. If we wait too long đồ sộ give feedback, the student might not connect the feedback with the learning moment.
Sensitive đồ sộ the Individual Needs of the Student
It is vital that we take into consideration each individual when giving student feedback. Our classrooms are full of diverse learners. Some students need đồ sộ be nudged đồ sộ achieve at a higher level and other needs đồ sộ be handled gently sánh as not đồ sộ discourage learning and damage self-esteem.
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Answers the 4 Questions
Studies of effective teaching and learning (Dinham, 2002, 2007a; 2007b) have shown that learners want đồ sộ know where they stand in regards đồ sộ their work. Providing answers đồ sộ the following four questions on a regular basis will help provide quality student feedback.
- What can the student do?
- What can’t the student do?
- How does the student’s work compare with that of others?
- How can the student tự better?
Provides a Model or Example
Communicate with your students the purpose for an assessment and/or student feedback. Demonstrate đồ sộ students what you are looking for by giving them an example of what an A+ paper looks lượt thích. Provide a contrast of what a C- paper looks lượt thích. This is especially important at the upper learning levels.
Suggestions for Effective and Efficient Grading Feedback
The most effective feedback is focused, clear, and considers motivation and learning, not justifying a grade or on copyediting. Below are suggested strategies for providing efficient & effective student feedback.
- Use comments đồ sộ teach rather kêu ca đồ sộ justify the grade, focusing on what you’d most lượt thích students đồ sộ address in future work. Link your comments and feedback đồ sộ the goals for an assignment.
- Plan early opportunities for students đồ sộ get feedback on ways of thinking, writing, or problem solving that they will need later, sánh that they don’t develop or repeat common errors. In-class active or collaborative learning exercises can be good moments đồ sộ provide formative feedback in class, when students are practicing new skills or learning new concepts.
- Avoid over-commenting or “picking apart” students’ work.
- In your final comments, ask questions that will guide further inquiry by students.
- Think about alternatives đồ sộ writing comments on every individual student’s work. Provide feedback đồ sộ the whole class orally and/or in a shared written document, or have the class read sample student work together đồ sộ look for common themes or apply evaluation criteria.
- Giving Student Feedback: trăng tròn Tips To Do It Right. InformEd, Open Colleges
- Grading and Providing Feedback. Center for the Advancement of Teaching and Learning, Elon University
- Rethinking our Relationship with Grading: An Invitation đồ sộ Reflect and Make the Time, Megan Pietruszewski, The Scholarly Teacher