In our previous post, we discussed the why, how, and when of giving feedback, and we identified formative feedback as one of our most effective tools for teaching and learning. In this post, we’ll continue this discussion of giving effective feedback by looking at what formative feedback looks like, describing both its characteristics and providing examples of formative feedback statements. Continue reading
Effective feedback is context-specific, determined by the purpose of the feedback, the time in which feedback is provided, and the goal for providing the feedback. To make your feedback effective, consider why, how, and when you are giving feedback.
Why Are You Giving Feedback?
Before you set out to provide feedback on student work, consider the contexts governing your feedback.
- Are you providing feedback on a low-stakes writing-to-learn assignment or are you providing feedback on a high-stakes assignment?
- Is this feedback being given to facilitate revision, or is the purpose of this feedback intended to be applied to future assignments?
- In what stage of the assignment is the feedback being offered? Are you providing feedback on a final draft accompanied by a grade, or are you providing feedback on a work-in-progress that can be revised?
- What is the goal of this feedback? To teach specific disciplinary writing conventions? To assess mastery of the subject? To encourage deeper learning?
When it comes to feedback, students often fear the image of a professor armed with red pens, poised to slash away at the words that they have lovingly crafted. As professors, however, we are more often than not trying to give students insight into how we might develop their drafts so that they might move their work forward. But, frequently, the revisions students make don’t seem to connect with the feedback that we give. So we have to wonder: do these painstaking comments really make a difference? Continue reading
In our last post, we discussed the qualities of good feedback. But as many writing teachers know, giving good feedback is only part of the equation; students still need to use that feedback in order to revise their drafts and develop as writers. And this second part of the equation can be a significant challenge for many writing teachers and students alike; as Katherine Gottschalk and Keith Hjortshoj note, drafts can sometimes become “like concrete:” once they begin to set, they aren’t likely to see changes deeper than the surface. So, the question becomes: how do we help students use our feedback and revise their writing? Continue reading
Writing intensive courses are built on the concept that students improve as writers when they are given frequent opportunities to revise their writing based upon feedback from faculty. While providing feedback can seem simple, many writing teachers recognize that the task is complex, and it’s common for faculty to feel unsure of how best to provide feedback on writing. In consultations and informal conversations, faculty often ask us: how do I provide effective feedback, and what should I be mindful of as I provide my student’s feedback? Continue reading
If you are new to teaching (with) writing, the responsibility may feel overwhelming. Many new instructors (and veteran ones as well) often find themselves asking: how am I going to fit all of the content I want to teach? How am I going to guide and support my students’ writing? And how am I going to evaluate all of that student writing? Continue reading