Feedback

Making Feedback Meaningful: A Three-Step Process

It was midway through week four of the fall semester. The preservice teacher candidates sat in small groups, reviewing their assignments from the previous week. One student’s brow furrowed as she read her feedback, stopping on the comment “Add more differentiation for diverse learners.” She

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How to Make Peer Feedback Simple and Successful

If you use team projects and the grade comes only from you, you’re missing an essential opportunity. Including peer evaluations in your grades provides necessary information for you and gives your students a valuable team experience. Given that teamwork is one of the top skills

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Strategies for Managing Feedback on a Large Scale

About a year ago, I decided to combine the ideas of a syllabus activity and a get-to-know-students activity. Using Microsoft Forms, I created an introductory exercise to share with students a week before the first day of classes. This optional activity included short videos related

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How to Make Your Feedback More Effective

A common faculty complaint is that students do not read their feedback. This is usually chalked up to laziness or disinterest in learning. But neither explanation has ever rung true with me. Everyone likes, and wants, to learn, and in my experience, nearly all students

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Peer Feedback: Creating a Culture of Connection

Feedback on performance is one of the most important factors to learning (Cavalcanti et al., 2021). But feedback need not come only from instructors. Students can learn from getting feedback from other students. It not only improves their work but also teaches them to

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Writing versus Thinking Skills: A False Dichotomy

When I first began teaching philosophy, I had a standard comment on assignments for students whose writing was unclear:

While you understand the content, you are having trouble getting down on paper what you know. Note the areas that I marked as

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The Instructional Value of Formative Assessment and Feedback

Formative writing assessments, like writing-to-learn activities, provide instructors with valuable and ongoing insights into student learning. Often ungraded, these activities or assessments can create opportunities for instructors to generate formative feedback that helps students see where they are in the course, what they are

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Peer Review: Feedback from a Critical Friend

As a practitioner of learner-centered instruction, I am always looking for new ways to engage students in the learning process. Keeping true to the old adage “whoever is doing the teaching is doing the learning,” my instructional style often engages students in dialog, conversation, and

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