NDLA 2020 Presentation

1. Improving
Outcomes While
Saving Time
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Exploring Strategies for
Effective and Efficient
Feedback

2. There is no magic
bullet for feedback.
In order to improve
feedback and reduce
time, we must evaluate
multiple aspects
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3. Overview
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4. End of semester grades
tell us about the
destination, not the
journey.
Grades Don’t Tell
the Story of Learning
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5. • Justify to students how their mark or
grade was derived
• Identify and reward specific qualities in
student work
• Guide students on what steps to take to
improve
• Motivate them to act on their
assessment
• Develop their capability to monitor,
evaluate, and regulate their own learning
Feedback
Main Objectives
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6. Thought Exercise
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7. 1. Identify the important feedback
2. Decrease amount of feedback
3. Focus on the right feedback
4. Increase quality of feedback
5. Increase the engagement with
feedback
The Big 5
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8. Preparation
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9. • The first step in feedback success is
to plan
• Build assignments that lend
themselves to feedback
• Develop quality rubrics
• Plan for formative assessment
• Sometimes you have to revisit the
drawing board
Setup for Success
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10. • Proper alignment helps keep the
class moving in the right direction.
• If objectives, activities and
assessments are NOT aligned:
• The course could be fragmented
• Students are unsure what they
need to learn
• Activities do not lead to intended
goals
• Over/underestimate the
effectiveness of instruction
Align Objectives
with Assessments
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11. Formative Assessment Summative Assessment
When: • During a learning activity • At the end of a learning activity
Goal: • To improve learning
• Find out what students do or do not know,
and/or are able to complete a task
• To determine a learner’s mastery and
understanding of skills, information, concepts,
etc.
Feedback: • Return to material to improve understanding
through reteaching, alternative instruction,
more opportunities to practice.
• Final ‘judgement’
• Determine learning progress
• Measure progress towards goals
Examples: • Discussion
• Graphic Organizer (Venn Diagram)
• Self-Assessment (Two Roses and a Thorn)
• Comments/questions/suggestions
• Test/exam/quiz
• Portfolio
• Capstone project

12. "When the cook tastes
the soup, that's
formative assessment;
when the customer tastes
the soup, that's
summative."
Black (1998, as cited by Brookhart, 1999)
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12

13. • Pedagogical tool
• Coherent set of criteria
• Description of levels of performance
• Assess student performance
• Assess student level of mastery
• Teaching and learning tool
• Time saver
What are Rubrics?
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14. • Objective Tests
• Assess remembering and
understanding
• Can assess applying, analyzing, and
evaluating
• Essays
• Demonstrate ability to understand,
apply, analyze, evaluate, and create
Choose an
Appropriate Assessment
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15. • Graphic Organizer
• Encourage critical thinking
• Stimulates deeper understanding
• Identify, classify, and organize
concepts/relationships
• Projects and performances
• Apply knowledge and skills to real
world activity
• How well did students meet learning
objectives?
Choose an
Appropriate Assessment
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16. • Encourage critical thinking
• Facilitate communication
• Refine teaching skills
• Level the playing field
• Provide timely feedback
• Prepare students to use detailed
feedback
Rubrics Help to:
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17. Stay with me…
The objective of feedback is to make
students think about their learning. It
is not necessary to provide copious
amounts of feedback. We can create
the illusion of quantity while providing
actual quality.
Smoke and Mirrors
Add a footer 17

18. When planning for
instruction, look for
patterns of overuse and
repetition to reduce
student and faculty
workload.
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19. Feedback Strategies
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20. 20
Quality Feedback is…
• Goal-Oriented
• Prioritized
• Actionable
• Student-Friendly
• Timely
• Should be tied to measurable outcomes and
objectives in the class
• Should focus on areas that will give the greatest
impact on their learning
• Should show students how to immediately take
action
• Should be personalized and engaging to ensure it
reaches the student
• Should be returned as soon as possible

21. 21
Writing Quality Feedback
Bad Feedback
• This is good
• This is vague
• This is confusing
Good Feedback
• This example moves your argument
forward
• Provide specific details to show what
you mean here.
• I lost where you were going with your
argument at this point.

22. • Provide feedback when necessary
• Promote thinking, don’t think for
them
• Reduce feedback on summative
assessments
• Provide feedback requests
• Don’t wait for the end
• Use generalized feedback
Reducing
Feedback Workload
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23. • Improved ability to understand
instructor’s intent, encouragement,
and emphasis
• Increased involvement
• Less isolated
• More motivated to participate
• Increased content retention
• Increased instructor caring
Audio/Video
Feedback
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24. • Repository for commonly used
feedback statements
• Save time
• Robust comments
• Where to ‘invest’:
• Excel
• Word
• Canvas
• Don’t forget to personalize
Feedback Banks
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25. • Let me pose a question
• Reverse the cycle of feedback
• Start compiling a list of common
errors, mistakes, etc.
• Create FAQs to help students avoid
common pitfalls
• It doesn’t matter when the learning
happens
Feedforward
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26. • Communication is a two-way street,
so is feedback
• Non-rhetorical questions engage
students
• The feedback process should
include a loop
• This also allows for assurance that
students read feedback
2-Way Feedback
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27. • It isn’t necessary to rewrite/redo
whole assignments
• Target one skill or criteria to focus
on for student revision
• This ties well to the 2-Way Feedback
concept as well
Micro-Rewrites
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28. “We all need people who will
give us feedback. That’s how we
improve.”
- Bill Gates
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29. Thank You
S teven Mc Gah an
mc gah an sj@u n k.ed u
Karen Premer
premerk@unk.edu
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