TBers,

This is a reminder that there is a Teaching Breakfast tomorrow (March 29) at 8 am outside Starbucks.  Hope to see you then. 

Here is an article on the types of feedback given to students when grading them: http://www.sciencedirect.com/science/article/pii/S0361476X15000569

While the focus in the article is about rubrics, the useful information is about the types of feedback given.  Here’s the abstract which explains the different types (bold text added by me):

Abstract

This study aimed at identifying the determining factor in making teacher-given rubric feedback effective on student performance (planning experiments in science class), motivation, and calibration accuracy. In a pre–post experimental design, secondary school students (N = 120) were randomly assigned to three different variations of rubric feedback incrementally graded with respect to the quantity of included feedback information: in condition 1, the rubric was handed out to the students to make learning goals transparent (transparency information). In condition 2, the rubric as well as information on the students' actual task performance was provided (individual performance information). Condition 3 included not only the rubric and actual task performance information but also individual cues on how to proceed (individual performance improvement information). Students who received improvement information showed a significantly better performance in planning scientific experiments, perceived themselves as being more competent, and were also more accurate in their self-evaluative performance judgments. This calibration accuracy could be identified to be a partial mediator of the positive effect of rubric feedback on performance. Thus, results indicate that the crucial variable in making teachers rubric feedback effective appears to be the successful use of performance improvement information. Implications for educational research and practice are discussed.

Would love to hear your thoughts on how you provide feedback to your students, especially on more complicated grading assignments (papers, labs, projects, etc.)

I look forward to seeing you tomorrow if possible!

Chilton

Chilton Reynolds

Instructional Technology Support

Technology Training Coordinator

COIL Nodal Network Coordinator

Teaching, Learning, and Technology Center (TLTC)

SUNY Oneonta, Oneonta NY 1820

Email: [log in to unmask]

Phone: 607-436-2673