5c: Providing Useful Feedback
In this module, faculty learn how to offer students effective feedback. In addition, the module includes techniques to help students more effectively use feedback for improvement and to help instructors leverage technology to increase feedback efficiency.
To satisfy the module requirements, faculty must apply at least one technique, such as providing timely feedback, conducting structured peer review sessions, or distributing handouts that address common errors.
This module is one of five modules under ACUE’s unit on Assessing to Inform Instruction and Promote Learning.
Advising Subject Matter Expert(s)
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.
Angelo, T. (2011). Efficient feedback for effective learning: How less can sometimes be more. Retrieved from http://planning.iupui.edu/assessment/institute-files/2011-institute/monday-2011/angelo-feedback.pdf
Barnes, M. (2012, December 18). De-grade your classroom and instead use narrative feedback [Blog post]. Retrieved from http://smartblogs.com/education/2012/12/18/de-grade-your-classroom-narrative-feedback-mark-barnes/
Boettcher, J. V., & Conrad, R.-M. (2016). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: John Wiley & Sons.
Burnham, C. C. (1986). Portfolio evaluation: Room to breathe and grow. In C. W. Bridges (Ed.), Training the new teacher of college composition (pp. 125–138). Urbana, IL: National Council of Teachers of English.
burnie (2016, December 20). Re: Staggered Due Dates [Online discussion group]. Retrieved from http://www.chronicle.com/forums/index.php?topic=203068.0
Chase, B., Germundsen, R., Cady Brownstein, J., & Schaak Distad, L. (2001). Making the connection between increased student learning and reflective practice. Educational Horizons, 79, 143–147.
Columbia University Graduate School of Arts & Sciences Teaching Center. (n.d.). How to provide constructive feedback—That won’t exasperate your students. Retrieved from http://www.columbia.edu/cu/tat/pdfs/feedback.pdf
Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. J. (2012). Classroom instruction that works: Research-Based strategies for increasing student achievement (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332, 862–864.
Dougherty, J. (2013, October 1). How to organize peer review on Google Docs. Retrieved from https://www.youtube.com/watch?v=pwMQ2zDLrfk
Friend, C. (2013, January 1). Grading, assessment, or feedback? [Blog post]. Retrieved from https://chrisfriend.us/grading-assessment-or-feedback/
glendower (2016, December 20). Re: Staggered Due Dates [Online discussion group]. Retrieved from http://www.chronicle.com/forums/index.php?topic=203068.0
Goodwin, B., & Miller, K. (2012). Research says / Good feedback is targeted, specific, timely. Educational Leadership, 70(1), 82–83.
The Higher Education Academy. (2012, July). 10 ideas for enhancing feedback with technology. Retrieved from https://www.heacademy.ac.uk/system/files/resources/10_ideas_for_enhancing_feedback_with_technology.pdf
Kim, K.-S., & Moore, J. (2005). Web–based learning: Factors affecting students’ satisfaction and learning experience. First Monday, 10(11). https://doi.org/10.5210/fm.v10i11.1294
Myatt. M. (2013, October 13) Should I be marking every piece of work? [Blog post]. Retrieved from http://marymyatt.com/blog/2013-10-13/should-i-be-marking-every-piece-of-work
McKeachie, W. J., & Svinicki, M. (2006). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (12th ed.). Boston, MA: Houghton Mifflin.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.
Stenger, M. (2014, August 6). 5 research-based tips for providing students with meaningful feedback. Retrieved from http://www.edutopia.org/blog/tips-providing-students-meaningful-feedback-marianne-stenger
Sweetland Center for Writing, University of Michigan. (n.d.). Using peer review to improve student writing. Retrieved from http://lsa.umich.edu/sweetland/instructors/teaching-resources/using-peer-review-to-improve-student-writing.html
Trimingham, R., & Simmons, P. (2009). Using audio technology for student feedback. Retrieved from https://www.heacademy.ac.uk/system/files/using-audio-technology-student-feedback.pdf
Turner, W., & West, J. (2013). Assessment for “Digital First Language” speakers: Online video assessment and feedback in higher education. International Journal of Teaching and Learning in Higher Education, 23, 288–296.
Twigg, C. A. (2015, November–December). Improving learning and reducing costs: Fifteen years of course description. Change. Retrieved from http://www.changemag.org/Archives/Back%20Issues/2015/November-December%202015/course-redesign_full.html
Wessling, S. B. (n.d.). Podcasting to personalize feedback. Retrieved from https://www.teachingchannel.org/videos/student-feedback-through-technology
Wiggins, G. (2012). Seven keys to effective feedback. Educational Leadership, 70(1), 10–16.