Feedback as a Dialogue
I would like to take you on a journey back to mid-December when we were on winter break. Maybe you were curled up by the
Rachael A. Lewitzky, PhD
November 8, 2023
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feedback
“They Don’t Read My Feedback!” Strategies to Encourage Reception and Application of Course Feedback
Giving feedback in university courses allows for the provision of supportive ideas for improvement, elaboration, and/or heightened thinking as students prepare for job factors outside
Maria B. Peterson-Ahmad, PhD, Randa G. Keeley, PhD, and Marilyn Roberts, MEd
November 14, 2022
The Two Best Practices for Successful Online Teaching and Learning
Since the onset of COVID-19 several years ago, the popularity of online learning has rapidly increased. Due to the flexibility, many students prefer pursuing their
Al Infande EdD
September 21, 2022
A Different Way to Provide Feedback of Student Learning
This article first appeared in the Teaching Professor on October 15, 2018. © Magna Publications. All rights reserved. In August 2017, Inside Higher Ed featured an article describing a controversial “stress
Deborah Bracke, PhD
April 29, 2022
Three Ways to Use Student Feedback to Improve Your Course
You just submitted grades and you’re getting ready to teach again. You remember how your classes went, but each time you start planning, you wonder
Crystal O. Wong, EdD
July 3, 2020
Footnote, Endnote, Thank-you Notes
Thank-you notes make people happy. For as much joy as they give me, I don’t send them enough. In fact, I think writing thank-you notes is a dying art. They’re overlooked forms of positive closure. Gratitude on its own is powerful, and when it’s exchanged, it feels amazing. After I thought about what notes of gratitude could accomplish, I started emailing thank-you notes to my students, waiting until well after the semester for the most impact.
Stacy Greathouse, PhD
May 13, 2019
The Almond Joy of Providing Feedback to Students
Providing detailed feedback is a critical component of effective teaching. Feedback serves as a one-to-one conversation with students and can be a powerful tool to teach course content, mentor students, and help them to develop a growth mindset (Dweck, 2006). Decades of research have identified the characteristics of good feedback as expedient, specific, and related to the expectations of the task (Nichols & Macfarlane‐Dick, 2006). Feedback must also provide students with information about how to improve their work, which is focused on future learning (Sadler, 1989).
Kimberly Chappell, EdD
March 11, 2019
Taking the Class Temperature: Cognitive and Affective Feedback
“Are students getting it? How do I know?” Instructors answer these questions through a variety of assessments, from small, informal methods such as asking students if they have questions, to formal, graded methods such as multiple-choice exams and research papers. These assessments provide cognitive feedback, whether in the form of a score, a correction, lack of an answer, or an abundance of questions. But is that the whole picture? While these assessments can help us gauge how well students are “getting it,” it often fails to explain why or why not.
Christina Moore and Daniel Arnold, PhD
June 11, 2018
Meaningful Learning through One-on-One Conferences
Graduate students frequently get the chance to meet one-on-one with their professors. Yet at the undergraduate level, especially during the first year, students rarely get that chance, unless they take the initiative to come to office hours or schedule a meeting.
This is unfortunate. I teach first-year writing, and at least once every semester, I meet one-on-one with each of my students, usually to review a draft of their first paper. My students love these conferences, partly because they offer a chance for personal contact with their instructor, and partly because the conferences provide them with uniquely meaningful feedback.
Megan Von Bergen
December 11, 2017
How Students Perceive Feedback
The following conceptions of feedback were offered by a group of students studying to become physical therapists. They were asked to recall a situation during their time in higher education when they felt they’d experienced feedback. Then they were asked a series of questions about the experience and about feedback more generally: “What is feedback? How would you describe it? How do you go about getting it? How do you use it?” (p. 924) The goal of the study was to investigate students’ conceptions of feedback. Student conceptions involve underlying personal beliefs, views, and ideas, unlike student perceptions, which explore how the feedback is understood. Analysis of transcripts from the interviews reveal four conceptions of feedback held by this student group
Maryellen Weimer, PhD
June 30, 2017