Provide feedback often

Students and academics discuss feedback, © RMIT University

Regular feedback on learner progressing is an important part of the learning process. Effective feedback strategies inform learners about where to focus, where to get help, and what else they might have covered. Feedback might let learners know if/where they should make more effort and if they meet standards.

Consider what technologies support providing feedback. Using comments or track changes in Word can be very detailed; using recording software or desktop capture tools enable learners to see and hear your feedback. Feedback to the whole of class about common issues via an announcement or discussion post can be very efficient.

Opportunities to create what George Siemens calls ‘thinner walls’ in our learning environment is not just about guest lectures (although that might be good). For example, you can invite Learning Support to look at plans and drafts in a discussion post to provide feedback on assessment or you can also provide a link to Smarthinking (accessible via the Learning Lab) or other suitable online tutoring service where learners can get feedback on their work 24 hours a day.

“When delivered effectively, feedback is a tool that develops cognitive understanding, motivation and engagement, and interpersonal connections.” (Mandernach and Garrett, 2014)

Strategies

Provide formative feedback for a low or no point value task (e.g. discussion forum, concept map, quiz) to let learners know their progress and areas for improvement.
Give feedback to wrap up a topic or summarise issues when returning assessment tasks.
Self-review – use a marking scheme or rubric to communicate how learners will be graded. Criteria allow learners to see how their work compares with expectations.
Turnitin (or other plagiarism detection programs) can provide feedback to learners on their referencing.
Provide generic feedback for the whole class on common assessment issues or themes in a discussion post.
Feedback needs to be constructive and timely in a way that supports learners in their learning.

Technologies

Assessment tool: The built-in assignment submission tools in the learning management system – Turnitin and GradeMark – include functions for providing feedback, recording grades and returning graded work.
Online quiz: Quizzes can provide standardised feedback for common learner responses.
Turnitin: Plagiarism detection software can help learners check assignments for proper referencing.
Audio: Record audio feedback and send it to learners.
Google Drive: Share written tasks in Google Drive for comment – peer or facilitator feedback.
Track changes: Learners can use track changes in Word to give each other feedback.
Screencasts: Use screencasts to talk through a learner’s work by recording comments on tasks. Tools like Jing help to provide feedback on individual and group assignments.
Video calls: Use Skype or Google Hangouts to provide verbal feedback.
Email: Email a group or an individual learner with targeted feedback.
Announcement/notification: Post general feedback to a group.

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Carpe Diem Feedback and Assessment – © UWA Centre for Education Futures
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Using audio feedback – COFA Online, © University of NSW
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Audio feedback and human touch – © Veronica’s Teaching Online Blog

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Provide feedback often