Giving students effective written feedback by Deirdre Burke, Jackie Pieterick

By Deirdre Burke, Jackie Pieterick

Focuses at the key factor of suggestions in scholar assessments

Giving scholars potent Written Feedback considers suggestions from either the point of view of instruct supplier and pupil receiver to provide new insights into the effect suggestions has on scholar functionality. The textual content offers a chance to discover examine and modern matters concerning the functionality and influence of written suggestions. It additionally will give you functional suggestions on the best way to provide extra acceptable and potent suggestions and concepts you should use with scholars to make sure that they make complete use of coach feedback.

Giving scholars potent Feedback not just covers evaluate theories and literature, yet encompasses a wide selection of examples in addition to case reports that may be necessary on your instructing ability set and aid of scholar inexperienced persons.

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When they know what they want their feedback to do, they can read with an editor’s helping hand, a proofreader’s eagle eye, a grader’s red pen or a professorial challenge. 09:58:16:09:10 Page 33 Page 34 34 ‘RESPONSE-ABILITY’ To better consider the right level of response and how to position themselves as an effective responder, tutors can skim-read whole sets of papers before commenting on individual scripts. Skimming texts helps tutors to form a general impression, with an eye towards the sorts of comments the students need on a particular assignment and helps them to consider what responding roles they can adopt before re-reading and commenting.

When they know what they want their feedback to do, they can read with an editor’s helping hand, a proofreader’s eagle eye, a grader’s red pen or a professorial challenge. 09:58:16:09:10 Page 33 Page 34 34 ‘RESPONSE-ABILITY’ To better consider the right level of response and how to position themselves as an effective responder, tutors can skim-read whole sets of papers before commenting on individual scripts. Skimming texts helps tutors to form a general impression, with an eye towards the sorts of comments the students need on a particular assignment and helps them to consider what responding roles they can adopt before re-reading and commenting.

4 Summarize what you wish the text would say. 5 As you’re reading, make marks to how you’re reacting to the words; a straight line next to passages and words that work; a wiggly line for parts that bother you. Share these with the student. 5 What is this piece not about? What is the opposite of what it is saying? 6 Point to the passage that you appreciated, the ones you didn’t understand or which made you stumble or resist. Source: Adapted from Elbow (1998: 256–63) Feedback response-ability Assessment and feedback are inescapable – for both students and tutors – and are part of a contractual agreement inherent in educational environments.

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