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Frame your feedback by gathering information about your students’ interests and requirements so it’s available for when it’s most needed.
Framing feedback
Providing feedback is a task that creates a high mental load. When giving feedback, instructors must decide on the appropriate information to give based on their own knowledge of what will be helpful to improve it – both commenting on existing work and providing information on actions that could pursued.
These comments are themselves dependant on the following:
- what they understand was communicated to the students as part of the course learning materials
- what they know of the student (or what they remember or can pair with prior interactions) and what they know or presume about their prior knowledge (which comes through in the submission produced)
- what is appropriate to tell student at this stage in their learning, what would get the best traction for subsequent action
With the high level of consideration required, it is little surprise that providing this feedback is not an overly enjoyed experience. Making it particularly difficult are the large areas where information on these points is not available or readily accessible. Consequently additional load may be needed to come to reasonable assumptions, making it hard to feel like you are hitting the mark and getting a satisfactory result.
Parts of the equation are tied to an awareness of a student’s experience and needs. By collecting and making this information easy to reference during the feedback process, you can make the experience far less arduous. And students will of course benefit from, and appreciate, feedback that is more specifically targeted towards their current needs.
Gathering information
There are many different ways to gather this information and make it available at the time that you need it. Below are some suggestions for how you might like to position it as part of your teaching.
Gathering further information at the point of submission
Having a question directed at students about what they would like from feedback at the point of submission is a good way to tie things into a coherent package and make sure that students provide the information required. Also, by asking students what form they want their feedback to take, they are being made to take ownership of it. Feedback is not something that just appears; they are responsible for input so that they can get the best value from it.
Potential questions to ask students
- Which of the following would elements would you appreciate focused feedback around? (Core argument, Examples, use of references)
- Which of the topics are you thinking of looking at for the next assignment?
- What part did you find the most interesting/surprising?
Self-assessment as part of the submission
Another way to frame this information gathering at the point of submission is as a reflection exercise or self assessment for students. Asking them what they struggled with or what they might change next time gives a platform for you to jump off in feedback. This also avoids time telling them something that they were already aware of, but didn’t have time or capacity to address.
Potential questions to ask students
- What did you find the most difficult as part of this assignment? How did you approach that particular part?
- Based on what you have experienced, and what you know now, what would you do differently next time? What would you change about your process?
Gathering information early in the teaching period
Having a mechanism for students to tell you about their values and interests (e.g. making use of quiz or survey functions) at the beginning of the semester is a good way to break the ice with students. This way, you’ll have the information available to respond to their needs, both collectively and individually. This type of task might also give students the chance to think about their own goals for the course, and could be a touchpoint to bring them back to. People generally like discussing their interests and with the explanation of what you will be using it for (to give them a more personally meaningful and collectively relevant experience) it should hopefully not be too hard garner submissions.
Additionally, having a bit more information about their personal interests and background may create some anchors to make it easier for individual students. Outputting these details as a spreadsheet or document gives you an easy one place reference which you can refer to when you are giving students feedback.
Potential questions to ask students
- What part of this profession/area do you find most interesting/engaging?
- What is your goal for doing your overall course?
- Do you have any goals for what you would like to get out of this subject?
- How confident do you feel about (particular subject skill)?
- What is a personal interest or hobby that is in no way (or minimally) connected to this course and subject?
As part of an in-class group activity
Giving students the opportunity to discuss their interests and values with their peers as part of a live activity will likely lead to deeper consideration and better sharing. Asking students to submit the responses generated through this interaction via a form/quiz template after the experience (or even as part of the experience), means that you will have the information in an accessible form for referring to later.