Sunday, September 21, 2014

Feedback Roundup, Vol I

Effective feedback continues to be a preoccupation of this blog. Here are some posts from other teachers who are thinking hard about feedback and related issues.

  • Do you just sit down with a stack of papers and a red pen and let loose? Mary Dooms suggests that a certain amount of planning needs to precede the actual writing of feedback. She recommends looking through the entire class set of work before committing pen to paper. (link)
  • John Burk gave a student some detailed written feedback, and on twitter he wondered whether it was effective. Follow the twitter conversation for John's thoughts about effective feedback, "metacognitive" lessons and giving his students a grade on how they respond to feedback. (blog, twitter)
  • "Just because I'm giving multiple choice tests, doesn't mean I have to give binary feedback." The hard part, though, is figuring out what sort of feedback to give! Justin Aion offers encouragement and hints next to wrong answers, and then gives his students time to improve their earlier work. He's disappointed that his kids don't use this time well, though, and he's leaves with a lot of questions about how to make feedback work in his classes. (link)
  • Learning software aims to give immediate feedback that serves a very different purpose than the delayed feedback (that has shown to be perfectly effective and) that teachers often give. Dan Meyer shares a piece of software that aims to help make delayed-feedback and little bit more immediate. Check out the post for links to research on feedback and reviews of the software. (link)
This is the first in a series. If you have a post on feedback that you like, please share it with me either in the comments or on twitter.

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