Sievers - Feedback & Grading
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Using a backward design approach to plan feedback; balancing effectiveness and efficiency in feedback.
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Sievers - Feedback & Grading
- 1. Feedback & Grading: Designing Effective, Efficient Strategies Julie Sievers Director of Teaching, Learning, and Scholarship Southwestern University
- 2. Goals Learn how backward design & SLOs can help plan feedback Articulate your goals for student feedback Know a variety of feedback strategies Identify strategies to address your course Gain resources for continued exploration
- 3. Activity 1 Reflect on Current Experience flickr photo by dbbent http://flickr.com/photos/zengei/6943077858 shared under a Creative Commons (BY-SA) license
- 4. Feedback by Design How can we be intentional about feedback and grading? How can we make strategic choices about efficiency in feedback and grading? What general principles should guide how much feedback we provide, when to provide it, and how to provide it?
- 5. Student Learning Objectives (SLOs) The knowledge, skills, attitudes, and habits of mind -- that students take from a learning experience o cognitive and other learning processes. o what students, not professors, will know & do o what students can know/ do after course or graduation
- 6. Cognitive Skills | Bloom What should students be able to do? Bloom, 1956
- 7. Revised (2001) | Anderson & Krathwohl
- 8. Revised (2001) | Anderson & Krathwohl Kinds of knowledge Cognitive Processes
- 9. Fink | 2003
- 10. Backward Design
- 11. flickr photo by Marc Wathieu http://flickr.com/photos/marcwathieu/2980385784 shared under a Creative Commons (BY-NC) license Activity 2 Think/ Pair/Share
- 12. A Framework of Design Questions On what learning objectives do students need the most feedback? At what points in the course will feedback have the most impact? What feedback strategies are best for promoting learning? What feedback strategies are best for justifying the grade? cc: lwsdm - https://www.flickr.com/photos/54837389@N00
- 13. A Menu of Strategies and Principles 1. Limit and focus feedback 2. Develop clear criteria and rubrics 3. Reconsider the # of feedback tasks 4. Involve students 5. Strategically plan feedback time flickr photo by Anna L. Schiller http://flickr.com/photos/frauleinschiller/4253814368 shared under a Creative Commons (BY-NC-ND) license
- 14. Limit, Focus Feedback Limit comments to key developmental tasks student needs to work on Focus on forward-looking and transferable feedback Focus on drafts, early and middle stages of work – not final products Don’t be an editor: try minimal marking
- 15. Clear Criteria & Rubrics Use learning objectives to create clear goals & criteria Vary your toolkit o Scoring rubrics o Feedback rubrics o Completion & minimal rubrics o Digitized rubrics
- 16. Reconsider the Number of Feedback Tasks Fewer short assignments? Periodic feedback (don’t grade everything) Assignments with completion points but no feedback on quality Assignments with peer feedback but no instructor feedback Oral feedback – to class, via audio
- 17. Involve Students Design peer review sessions. Require a self-check to ensure they have followed requirements and fulfilled all tasks. Consider gateway requirements? Engage them in self-assessment and metacognition during and after completing an assignment.
- 18. flickr photo by Marc Wathieu http://flickr.com/photos/marcwathieu/2980385784 shared under a Creative Commons (BY-NC) license Activity 3 Think/ Pair/Share
- 19. RESOURCES Session Resources | http://bit.ly/2aVHYus Debby Ellis Writing Center | http://www.southwestern.edu/offices/writing/
Editor's Notes
- I work on grading and feedback issues with faculty who are designing courses and assignments I have given multiple workshops on this topic. I also teach lit and writing-intensive courses, so I struggle with this issue, too. SHOW the Google Doc. Additional resources for all topics are available here. We know students’ learning depends on meaningful feedback, We also know that when they receive it matters - in time to improve their next project, paper, presentation, exam, or assignment. Process of giving feedback is time consuming Running behind doesn’t just affect students – it affects US. Many of us live and work in a constant state of overload. It can affect our work, our personal lives, and our health. How can we provide good feedback AND mange our time wisely?
- [CLICK THROUGH GOALS] To do this, we’re going to have a two-part structure today. Thinking about some general principles of course design, in particular, SLOs and backward design, and how they can help us narrow and focus our efforts. Reviewing specific strategies and tools that, when aligned with your SLOs, can save substantial time. At several points, we’ll engage in activities to help reflect and apply this framework to your own course.
- So: most of you have already completed Activity 1. If not, take a few minutes. To prepare us to begin working on these goals, let’s start with a FOCUSING activity. PULL OUT HANDOUT Review activity. Reflection time: 3 minutes Report out: 3 minutes. Ask for 3 volunteers to share a COURSE, CHALLENGE, and CURRENT STRATEGY.
- I want to pose a few questions we need to answer when thinking about feedback and grading. [CLICK THROUGH QUESTIONS] To begin to answer these questions, I will argue that ALL of our decisions about feedback should be driven by our goals for students’ learning. That means developing clear student learning objectives to use as a decision-making tool for our feedback strategy. So . . . it is worth taking a little time to think about how we develop learning objectives.
- Good SLOs focus not just on content that students will know, but also on cognitive processes – and other processes. What students can DO after the course. But: What do we mean when we say that an SLO shouldn’t just outline course content? What would it look like to write one that outlines what students should be able to do?
- The most common approach to writing SLOs is to use a taxonomy to specify what kinds of learning you want to achieve. Bloom’s is still the most commonly used. Note: most people know the cognitive domain. But he also created an affective domain (learning to value new perspectives, for example) and a psychomotor domain. Bloom’s taxonomy is often a way of helping push instructors past a focus on content knowledge, to think about higher-order thinking skills. Bloom’s has some problems, and other taxonomies have emerged. I am going to give a quick tour of a few others that you might find helpful. You can read more about each of these by going to the Google doc for this workshop.
- In 2001, Bloom’s taxonomy was finally update to: Address criticisms Bring it into line with current thought. This is how the revision is often portrayed.
- Most significant change – four dimensions of knowledge. Thinking about procedural knowledge and metacognitive knowledge are both productive for me, and perhaps for you.
- Fink has some commonalities – knowledge – application – integration. But he also emphasizes metacognition (learning how to learn). Learning about self. And attitudinal changes. And one of my colleagues swears by yet another taxonomy – Robert Marzano’s. You can find that on the Google doc.
- Once you have SLOs, you’ve completed the most important part of a backward design approach to your course. You know what you want to see students doing at the end of the course. The next step in backward design is to figure out where you will see evidence of that learning – usually, assignments or activities. If a goal is complex, they will probably need to practice it, and get feedback, before the final assignment that measures that goal. So: This approach can help you design your whole course. Think about the skills or goals where students will need the most practice – and the most feedback. Think about how to focus your feedback around those goals. So: let’s do that.
- Most important – first two questions. (If you have time to get to the others, great. Otherwise, think about them later.) 2 minutes to think about first two question. Pairs should discuss the first two bullets – under “Priorities” Explain to your colleague what’s most important or challenging, and why. Explain where you see students needing the most feedback. Tasks or activities – not just “Project 2” but “evaluating sources of evidence” or “writing a thesis.”
- The value of SLOs is that they will help you make choices with limited time: - to focus on key learning goals, especially those that will require extra help - to focus on assignments and moments in the course when students still have a chance to improve
- Transparency Project – led by Mary-Ann Winkelmes at UNLV – has been documenting the impact of simply clarifying the task, it’s purpose, and its criteria – making clear why you are doing it, what learning it will accomplish, and exactly how it will be assessed. But criteria and rubrics can also map directly to rubrics, which then automate the process of focusing feedback around SLOs.