The document discusses effective feedback mechanisms within educational settings, emphasizing its vital role in enhancing student learning and self-assessment. It outlines various feedback types including formative and summative feedback and provides strategies for instructors on how to deliver feedback efficiently, including the use of rubrics and prioritizing feedback. The document also highlights the importance of knowing students personally to tailor feedback and improve their learning experience.

1. Give Feedback Effectively
and Efficiently to Improve
Learning
March 24, 2021 Center Faculty

2. The Big Picture
 Instructor to Learner
 Formal and informal
 Written and oral feedback
 Occurs in discussions, classroom
activities, on assignments
 Career encouragement and
personal support
 Learner to Instructor
 asking questions about content,
process and assignments
 Informal feedback
 formal avenues for mid-and end-
of course feedback
 Learner to Learner
 informal study groups
 formal assignments in which
peers provide feedback
 Instructor to Instructor
 Peer formative observation
 Supervisor summative evaluation

3. Our Learning Objectives this Session
 Focus on instructor to learner feedback
 Improve strategies for giving feedback that improves learning
 Course and assignment design - look for opportunities where
feedback can be given
 Best practices for providing feedback
 Tools and strategies for providing feedback efficiently
 Why? Feedback is a vital part of the learning process

4. Prompt Feedback is One of the Nine
Principles of Good Practice
4. Give Prompt Feedback
 Knowing what you know and don’t know focuses learning. Students
need appropriate feedback on performance to benefit from courses.
In getting started, students need help in assessing existing knowledge
and competence. In classes, students need frequent opportunities to
perform and receive suggestions for improvement. At various points
during college, and at the end, students need chances to reflect on
what they have learned, what they still need to know, and how to
assess themselves.
 https://www.cuw.edu/academics/services/faculty-staff-resources/celt
/nine-principles.html

5. What is Feedback?
 Information from a teacher, peer, or other about one’s
performance
 Appreciation, coaching, evaluation (Stone & Heen, 2015:
Thanks for the Feedback)
 Constructive, motivational, useful (Walker, 2009)
 Two important types in education:
Formative feedback
Summative feedback

6. Why do we give feedback?
Goals Benefits
To motivate, encourage To build a relationship with learner
To appreciate effort or improvement To demonstrate appreciation
To build self-regulation skills, to be useful So students can self-assess and self-
correct
To be constructive, coaching To improve student performance
To check for understanding (formative) So Instructor can modify instruction as
needed
To foster learning Organization of content and scaffolding
Follow-up on what has been built and
what is coming
To evaluate Tangibly assess student performance,
transfer

7. What is Good Feedback?
 Feedback builds on previous knowledge
 Feedback asks questions to foster thinking
 Feedback is frequent
 Feedback is immediate/prompt
 Feedback is balanced (both positive and improvement
oriented)
 Feedback is specific (points to what is good and needs work)
 Feedback is supportive (encouraging, not discouraging)
 Poll: What are your top 3 strengths?

8. CARPT Strategy of Feedback
 Janet Medlock
 Adjunct Center Faculty – has taught in the OLA program for 3 years
 Clerk of the U.S. Bankruptcy Court for the Eastern District of Wisconsin
 Fun Facts: originally from Louisville, KY and has two grown sons and five
grandchildren.
https://cuwaa.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=e5da18
66-4fa6-476f-b7a1-ace200fd7cda

9. How do we give feedback?
Formative/Improvement Feedback
 Suggestive:
 Recommendations for improvement at early stages of work [course design using drafts, outlines,
bibliography, stages of a major assignment]
 Suggestions for improvement on later assignments in this course [more feedback in early assignments]
 Suggestions for improvement in future courses
 Refer students to resources which support learning
 Questioning:
 Ask clarifying questions to help the student discover their knowledge (writing to learn)
 Corrective:
 Identify errors that need correction (for resubmission)
 Clarify expectations and standards for the learner [design of assignments, rubrics, syllabus/course content]
Summative/Evaluative Feedback
 To identify a grade (formal evaluation) of an assignment
 To explain or justify a grade

10. This Photo by Unknown Author is licensed under CC BY
Am I “stuck in the trunk”???
 Corrective: spelling,
formatting, assignment
requirements
 Questioning:
“What do you mean by….?”
“How could you include…?”
 Suggestive:
“Consider adding a
graphic or pie chart to
help support the
citation of statistics.”
Questioning + Suggestive: 
“What is meant by the term
‘synthesis’ in this argument?
If this is clarified and some
additional context
regarding how this fits into
the main point is provided,
this section will be
strengthened.”
Feedback types: Leibold & Schwartz (2015)

11. Sharing: Where are you stuck?
 Corrective (this is not APA format, etc) easier than suggestive which
requires deeper level questions and directing to resources
"Young bear stuck in tree" by jameslyledickson is licensed under CC BY 2.0

12. Strategy: Prioritizing Feedback
“I know more about my students than I want to most of the time, to tell
you the truth. It helps me talk specifically to each one, since I know
them as individuals. It helps humanize them and set them apart. When
I read their stories, I can be sensitive to them on their level. These stories
help me know how to identify with them: who likes teasing, who wants
attention, who wants to be left alone” (Beach & Beauchemin, 2020).
To give effective feedback –you have to know your students. Then
you can begin to prioritize and individualize the feedback you
provide.

13. Prioritizing Feedback: Start Global
 Focus on “big picture” concerns
 Thesis
 Development
 Organization
"Earth" by Meredith Garstin is licensed under CC BY-NC 2.0

14. Prioritizing Feedback: End Local
 Keep the red pen at bay
 Identify 1-2 reoccurring errors
 Model form
 Did they self-correct in next paper?

15. Strategy: Making Rubrics Work for You
 Provide a framework
 Feedback is an ongoing conversation.
 Before providing feedback, always assess the purpose: what do
you want students to DO with this feedback?
 Develop meaningful rubrics that can do a lot of the work for you.
 Combine rubric assessment with 2-3 end comments that explain
what is working in the current draft and what the student should
consider for revision.
 Consider engaging students in the process of creating the rubric.
 Integrate the rubric into course activities and peer review.

16. Strategy: Time Limits/Think Ahead
 Think ahead about “why” feedback is needed
 Review the assignment instructions and expectations
 Read to be helpful and facilitate learning
 Comment limits – per page, per assignment
 Balance with positives
 Give personal praise when possible
 Use their name for positives and “you” language
 Refer to the assignment when requesting change
https://cuwaa.hosted.panopto.com/Panopto/Pages/Viewer.asp
x?id=18f209e1-8e78-45c4-8e76-ace60153d66f

17. How can I give feedback efficiently?
 Have a plan
 What is my purpose?
 What am I assessing?
 Organize
 Group like assignments together
 Don’t point out every single error
 Point out trends to students – once you point it out, can they find where else it
occurs?
 Use your tools
 Trying a new tool may not feel efficient at first, but is efficient in the long run
 Rubrics (is there is a specific program rubric?)
 Audio/video feedback
 Inline grading in Blackboard

18. What feedback tools do you use?
"tool box" by _sarchi is licensed under CC BY 2.0

19. Resources
 Audio/video feedback in Blackboard
 Rubric design (There are many, many resources available online. Here is
one)
 Make a rubric in Blackboard
 Attach a Blackboard rubric to an assignment
 Grade using a Blackboard rubric
 How to use the Bb Annotate tool in Blackboard
 March 3 Program: Achieving Success in Timely Student Feedback

20. References
 Beach, R., & Beauchemin, F. (2020). Using writing to foster teacher/student trust.
English Journal, 109(6), 30-36. Retrieved from Retrieved from
https://proxy01.cuaa.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholar
ly-journals%2Fusing-writing-foster-teacher-student-trust%2Fdocview%2F2428567721%2F
se-2%3Faccountid%3D10245
 Leibold, N. & Schwartz, L.M. (2015). The art of giving online feedback. Journal of
Effective Teaching, 15(1), 34-46.
 Stone, D. & Heen, S. (2015). Thanks for the feedback: The science and art of
receiving feedback well. Penguin Publishing Group
 Walker, M. (2009). An investigation into written comments on assignments: Do
students find them usable?. Assessment & Evaluation In Higher Education, 34(1), 67-
78. doi:10.1080/02602930801895752