Providing student feedback is a key component of an instructor’s role and an important part of effective instruction. Research shows that ongoing feedback keeps students engaged and improves their morale, motivation, and learning (Best, et al, 2014). Yet, providing high quality feedback can be a time-consuming commitment, especially in courses with large class sizes or numerous written assessments. Instructors should keep in mind the tools, structure, and best practices that can help them provide feedback.
1. Provide written comments in response to formative assessment. Award points for summative assessment
According to Carnegie Mellon’s Eberly Center, formative assessments monitor learning and require students to generate ideas and questions by responding to open-ended prompts, engaging with interactive scenarios, and checking their understanding, usually with low-stakes assessment opportunities (drafts, discussion posts, etc.). Summative assessments evaluate learning and require students to synthesize and apply their knowledge, possibly through a final research paper, exam, or project. We recommend focusing instructor and peer feedback on formative assessments, while giving points for summative assessments.
2. Write limited, specific comments rather than a lot of general feedback
Specific feedback allows students to iterate on their work and is far more effective if given before the final draft of an assignment, since final drafts do not provide an opportunity for students to incorporate feedback. Helpful feedback opportunities begin with assignment design, ensuring enough check-in and draft stages to make feedback valuable.
3. Develop detailed rubrics to provide clarity to students and simplify grading
Well-developed rubrics provide a guide for students while allowing instructors to provide efficient yet detailed summative assessment. Rubrics also allow instructors to identify specific items and criteria to assess. The use of rubrics improves student self-assessment, self-regulation, and understanding of assessment criteria (Crockett & Jackson, 2018).
4. Create structured peer feedback to help students improve first drafts
Formative assessment also does not have to come from the instructor. Peer review is shown to be as effective as instructor feedback in promoting student revision of work when given as part of formative assessment (Yunkyoung & Taeho, 2007). However, it is important to build clear instructions for any peer feedback. Poorly designed or unclear peer assessment activities can actually decrease student motivation (Best et al, 2014). We recommend a clear and well-developed rubric to facilitate peer review, letting students comment on each other’s work in the earlier stages of an assignment before more explicit instructor feedback in the later stages.
5. Post general comments and feedback via class announcements
In addition to well-designed assignments, tools should be utilized within the learning management system to streamline feedback opportunities. For instance, announcements provide instructors an opportunity to notify the entire class of common errors in student work without the need to repeat a comment in a dozen or more assignment grades. Q&A discussion boards within modules encourage student interaction, which provides an additional resource for students to direct questions and receive feedback.
