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
As educators who focus on facilitating meaningful learning and genuine reflection, we are painfully familiar with the questions students often ask that demonstrate anything but:
Students need feedback that helps them improve, and that includes identifying their errors. Without corrective feedback, efforts to improve limp along. But do students need what we typically dish out? I was a bit disconcerted by findings in a recent cross-disciplinary survey. The researchers (Knight
Feedback has been proven to be one of the most important factors to student success (Hattie, 2009). Unfortunately, students are starved for feedback from their instructors (Purdue Global, 2013). Graduate programs focus on teaching their students how to publish, lecture, and grade but not how
Students perform poorly in our courses for a variety of reasons. Here are some students you’ve likely encountered over the years, as well as a few ideas on the type of feedback that best helps them turn things around.
Magna Publications © 2024 All rights reserved