Gathering student feedback
Ideas for collecting feedback from your students and how to get them to participate.
Get students to give feedback beyond “good job”
Let’s not be satisfied with the “feedback sandwich approach” in course discussion. Providing guidance and setting expectations for what good discussion feedback looks like can help move students beyond giving comments that do not prompt further discussion, build on an argument or rethink one’s own stance.
Providing feedback in Blackboard two ways
Building a rubric can help you determine how—or if—an assignment aligns to your course objectives. Once built, you may use it to frame your feedback. Sharing the specifics with students prior to task assignment helps focus their efforts. Your students may not know about the wealth of information provided by clicking on the link, “View Rubric.”
A few notes on the iPad Pro
Like many of you, I still use a mix of analog and digital tools in my teaching practice. I use an old fashioned notebook and pen to keep up with ideas and to-do’s. Things like note taking, providing feedback on papers, and screencasting have all been awkward for me until now. The iPad Pro is broadening my options for practices that involve handwriting or drawing.
Verbal feedback?
If your students are using Google Docs for any portion of their assignments, you can teach them how to provide peer feedback verbally using the Google Docs Add-on Kaizena Mini. You can also use this product yourself to guide your student through changes you would like to see in their written work.
The care and feeding of progress
I’d advise everyone who uses Blackboard’s Grade Center to embed this tip—or a link to this WordPress post supporting it—in your “Getting Started” folder. It’s perfect for the student to understand how to see your feedback.
Online writing – notes in the margins
When I first taught face-to-face composition with the goal to help students understand the academic essay, I had them print out their papers for me to read at my desk next to my beloved mug of pens. I’ve never been comfortable doling out grades without extensive, contextual feedback, so I always wrote a great deal in the margins.