sievers - feedback & grading
TRANSCRIPT
Feedback & Grading: Designing
Effective, Efficient Strategies
Julie Sievers
Director of Teaching, Learning, and Scholarship
Southwestern University
Goals
Learn how backward design & SLOs can help plan feedback
Articulate your goals for student feedback
Know a variety of feedback strategies
Identify strategies to address your course
Gain resources for continued exploration
Activity 1
Reflect on
Current
Experience
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Feedback by
DesignHow can we be intentionalabout feedback and grading?
How can we make strategicchoices about efficiency in feedback and grading?
What general principles should guide how much feedback we provide, when to provide it, and how to provide it?
Student Learning Objectives
(SLOs)
The knowledge, skills, attitudes, and habits of mind -- that students take from a learning experience
o cognitive and other learning processes.
o what students, not professors, will know & do
o what students can know/ do after course or graduation
flickr photo by Marc Wathieu http://flickr.com/photos/marcwathieu/2980385784 shared under a Creative Commons (BY-NC) license
Activity 2
Think / Pair / Share
A Framework of
Design Questions
On what learning objectives do students need the most feedback?
At what points in the course will feedback have the most impact?
What feedback strategies are best for promoting learning?
What feedback strategies are best for justifying the grade?
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A Menu of
Strategies and Principles
1. Limit and focus feedback
2. Develop clear criteria and rubrics
3. Reconsider the # of feedback tasks
4. Involve students
5. Strategically plan feedback time
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Limit, Focus Feedback
Limit comments to key
developmental tasks student needs
to work on
Focus on forward-looking and
transferable feedback
Focus on drafts, early and middle
stages of work – not final products
Don’t be an editor: try minimal
marking
Avoid overwhelming students
Clear Criteria &
RubricsUse learning objectives to create
clear goals & criteria
Vary your toolkit
o Scoring rubrics
o Feedback rubrics
o Completion & minimal rubrics
o Digitized rubrics
Reconsider the Number
of Feedback Tasks
Fewer short assignments?
Periodic feedback (don’t grade
everything)
Assignments with completion points
but no feedback on quality
Assignments with peer feedback but
no instructor feedback
Oral feedback – to class, via audio
file, or in conferences
Involve Students
Design peer review sessions.
Require a self-check to ensure they
have followed requirements and
fulfilled all tasks.
Consider gateway requirements?
Engage them in self-assessment and
metacognition during and after
completing an assignment.
flickr photo by Marc Wathieu http://flickr.com/photos/marcwathieu/2980385784 shared under a Creative Commons (BY-NC) license
Activity 3
Think / Pair / Share