Feedback as a Learning Strategy
Feedback is something everyone is exposed to. We get feedback from family, friends, colleagues, teachers, supervisors, and medical professionals. As faculty we are required to provide feedback, but how often do we seek training on how to provide effective feedback? How often do we mindfully think about the types of feedback individual students may need in order to improve? How often do we actually know if students found the feedback we provide useful?
The purpose of feedback is to help students learn and improve. It should be about helping students reach their individual goals. When focused only on assessing learning outcomes it is easy to forget about providing specific feedback designed to help students develop. It is important that feedback not get confused with final evaluation. For example, often students prepare an essay and submit it for grading near the end of the semester. When I was a student I always wondered how I was expected to learn how to improve both my understanding of the topic and my actual writing skills when I did not get my paper back until the end of course – if I got it back at all. I also hated getting an essay back with just a letter grade and no comments. Where was the opportunity to advance my learning?
Now as a faculty member, I find creating an explicit feedback plan essential. I have come to appreciate feedback as a learning strategy and not simply a formal evaluation requirement. When formative feedback practices are built into a course students have several opportunities to improve before they are required to submit final assignments. Not only does this approach greatly improve overall student achievement, but it is also really helpful in keeping my teaching focused on what the students need in order to achieve required learning outcomes. Below are 5 tips I have found useful in reshaping my feedback practice into a teaching and learning strategy.
- Before the mid-term point facilitate at least two low stakes mini-assignments that have similar requirements to those of the final assignment.
- Make explicit to the students how elements in each assignment will be evaluated.
- Provide detailed feedback to each student on their first low stakes assignment. (Note: Yes this does take some time, but it will save you time in the end)
- Quickly review each student’s second low stakes assignment looking for areas that they improved on since they submitted their first assignment. (Note: Students tend to respond more productively when they see that applying your feedback made a difference. All students need hope that they can achieve)
- Several weeks before major or final assignments are due take some class time to reinforce what you will be assessing. Provide examples of what you are looking for.
And here is a great resource to help you redesign your feedback approach. HINT: It is in the UFV library!
Fenwick, T.J. & Parsons, J. (2009). The art of evaluation: A resource for educators and trainers. Toronto, ON: Thompson Educational Publishing Inc.