fEEDBACK TOOLKIT
Home
In this toolkit you will find resources, tips, and strategies that will help you deepen your understanding of the importance of providing student feedback, as well as tools you can use to provide students with timely, constructive, and actionable feedback.
dEFINING feedback
lACK OF fEEDBACK: a bARRIER TO lEARNING
sTUDENT FEEDBACK lITERACY
gUIDING PRINCIPLES AND bEST pRACTICES
TOOLS TO PROVIDE FEEDBACK
SUMMARY & tESTIMONIALS
SUPPLEMENTAL RESOURCES
defining feedback
Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning and improve instructional outcomes (Bransford, Brown, & Cocking, 2000; Hattie, 2008; Marzano, Pickering, & Pollock, 2001). Hattie’s research (2008) revealed that feedback was among the most powerful influences on student achievement, motivation, and confidence. Dr. Laura Shaw notes that feedback is an integral part of the learning process and ongoing feedback is really feed-forward and feed-up, as it supports learning in the current context and beyond. But what is feedback? Be wary of confusing feedback with praise or evaluation. Feedback in the context of teaching and learning can be described as any form of response by an instructor to a student’s performance (Wiggins, 2012).
Home
dEFINING Feedback
lACK OF fEEDBACK: a bARRIER TO lEARNING
sTUDENT FEEDBACK lITERACY
Click each icon below to learn more
gUIDING PRINCIPLES AND bEST pRACTICES
What it Means to Give Feedback (Carey Borkoski)
Why Feedback Matters (Carey Borkoski)
Feedback and Pedagogy
High Quality Feedback
TOOLS TO PROVIDE FEEDBACK
Click play icon to listen
Click play icon to listen
SUMMARY & TESTIMONIALS
SUPPLEMENTAL RESOURCES
lack of Feedback: A barrier to Learning
Non-existent or low-quality feedback increases the likelihood of:
- Reduced motivation
- Reduced belongingness
- Unclear guidance on next steps
- Higher levels of student frustration (Evans, 2013)
- Increased transactional distance between student and teacher
Home
dEFINING feEDBACK
lACK OF fEEDBACK: a bARRIER TO lEARNING
sTUDENT FEEDBACK lITERACY
gUIDING PRINCIPLES AND bEST pRACTICES
In this brief audio, Dr. Carey Borkoski discusses why a lack of feedback or low-quality feedback is a barrier to learning. Click the play icon to listen. (Length: 1:53)
TOOLS TO PROVIDE FEEDBACK
SUMMARY & TESTIMONIALS
SUPPLEMENTAL RESOURCES
Student Feedback Literacy
Home
Studies have shown that feedback literacy is one of the most important elements of learning and that students are generally starved for good feedback. Students’ feedback literacy involves an understanding of what feedback is and how it can be managed. Feedback literacy denotes the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies.
dEFINING fEeDBACK
lACK OF fEEDBACK: a bARRIER TO lEARNING
sTUDENT FEEDBACK lITERACY
gUIDING PRINCIPLES AND bEST pRACTICES
Read about ways instructors can help students develop feedback literacy.
TOOLS TO PROVIDE FEEDBACK
Watch a brief video clip where Dr. Carey Borkoski explains a visual representation of feedback literacy.
SUMMARY & tESTIMONIALS
These strategies for helping student develop feedback literacy all lead to kind, critical, and constructive feedback, covered in the Guiding Principles and Best Practices section.
SUPPLEMENTAL RESOURCES
guiding principles and best practices
home
Timely and constructive feedback is a critical part of a student's ongoing growth and learning. In an online environment, feedback is an important way to establish instructor presence and to guide the learning process.
Learners are eager for frequent feedback on their progress from the instructor and peers. All assignments and activities should include some kind of informal or formal feedback, whether given to students individually or collectively. Click on the Feedback graphic to the right to review guiding principles and best practices. An interactive presentation will open in a new window.
dEFINING fEeDBACK
lACK OF fEEDBACK: a bARRIER TO lEARNING
sTUDENT FEEDBACK lITERACY
gUIDING PRINCIPLES AND bEST pRACTICES
TOOLS TO PROVIDE FEEDBACK
SUMMARY & tESTIMONIALS
Don't forget peer feedback! Not all feedback needs to come from you, the instructor. Peer feedback can have a very positive effect and provide a great opportunity to build community.
SUPPLEMENTAL RESOURCES
tools to provide feedback
home
There are many different ways that faculty can provide feedback to students, and various tools to provide that feedback. Click on each icon below to explore more details about tools and formats to provide feedback.
dEFINING fEeDBACK
lACK OF fEEDBACK: a bARRIER TO lEARNING
sTUDENT FEEDBACK lITERACY
gUIDING PRINCIPLES AND bEST pRACTICES
TOOLS TO PROVIDE FEEDBACK
Screencasted
Written
Audio and Video
SUMMARY & TESTIMONIALS
SUPPLEMENTAL RESOURCES
summary & tESTIMONIALS
Home
Providing feedback has the potential to produce greater learning and improve instructional outcomes. Feedback is important to student development, their learning, and their own efficacy. Review key takeaways about feedback below.
dEFINING feedback
lACK OF fEEDBACK: a bARRIER TO lEARNING
- Provide detailed feedback for any lost points.
- Communicate individual feedback privately.
- Communicate whole-class feedback publicly.
Click on the + marker icons above to read faculty testimonials about feedback.
sTUDENT FEEDBACK lITERACY
- Provide effective, targeted feedback to students on performance early and often.
- Assess contributions to all course discussions, including team discussions.
- Give timely feedback on all assignments, graded or ungraded within one week.
- Share rubrics for all assignments at the start of the course and use them to grade assignments, assess discussions, and grade activities.
- Not all feedback needs to be text-based; audio and video formats can also be used to provide student feedbaaspect of this work.
gUIDING PRINCIPLES AND bEST pRACTICES
TOOLS TO PROVIDE FEEDBACK
SUMMARY & TESTIMONIALS
SUPPLEMENTAL RESOURCES
Remember: Feedback can be kind AND critical, AND constructive.
supplemental resources & References
ResourcesUsing Tiered Feedback in a Large College Classroom - Do you have a large class and have difficulty providing substantive feedback to all students? This article highlights how one professor uses a 3-2-1 tiered approach to provide feedback. Seven Keys to Effective Feedback - This article examines what feedback is, and isn't, and provides seven concrete strategies for how feedback can improve learning. References
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. National Academy Press. Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354
Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70–120. https://dhoi.org/10.3102/0034654312474350 Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487 Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Pearson.
Nicol, D. J., & McFarlane, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. https://doi.org/10.1080/03075070600572090 Acknowledgement: A special thank you to Drs. Carey Borkoski, Laura Quaynor, and Laura Shaw, for providing much of this content, and Beth Hals, Sr. Instructional Technologist, for providing the Tools resources.
Home
dEFINING fEedback
lACK OF fEEDBACK: a bARRIER TO lEARNING
sTUDENT FEEDBACK lITERACY
gUIDING PRINCIPLES AND bEST pRACTICES
TOOLS TO PROVIDE FEEDBACK
SUMMARY & Testimonials
SUPPLEMENTAL RESOURCES
Feedback Toolkit
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Transcript
fEEDBACK TOOLKIT
Home
In this toolkit you will find resources, tips, and strategies that will help you deepen your understanding of the importance of providing student feedback, as well as tools you can use to provide students with timely, constructive, and actionable feedback.
dEFINING feedback
lACK OF fEEDBACK: a bARRIER TO lEARNING
sTUDENT FEEDBACK lITERACY
gUIDING PRINCIPLES AND bEST pRACTICES
TOOLS TO PROVIDE FEEDBACK
SUMMARY & tESTIMONIALS
SUPPLEMENTAL RESOURCES
defining feedback
Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning and improve instructional outcomes (Bransford, Brown, & Cocking, 2000; Hattie, 2008; Marzano, Pickering, & Pollock, 2001). Hattie’s research (2008) revealed that feedback was among the most powerful influences on student achievement, motivation, and confidence. Dr. Laura Shaw notes that feedback is an integral part of the learning process and ongoing feedback is really feed-forward and feed-up, as it supports learning in the current context and beyond. But what is feedback? Be wary of confusing feedback with praise or evaluation. Feedback in the context of teaching and learning can be described as any form of response by an instructor to a student’s performance (Wiggins, 2012).
Home
dEFINING Feedback
lACK OF fEEDBACK: a bARRIER TO lEARNING
sTUDENT FEEDBACK lITERACY
Click each icon below to learn more
gUIDING PRINCIPLES AND bEST pRACTICES
What it Means to Give Feedback (Carey Borkoski)
Why Feedback Matters (Carey Borkoski)
Feedback and Pedagogy
High Quality Feedback
TOOLS TO PROVIDE FEEDBACK
Click play icon to listen
Click play icon to listen
SUMMARY & TESTIMONIALS
SUPPLEMENTAL RESOURCES
lack of Feedback: A barrier to Learning
Non-existent or low-quality feedback increases the likelihood of:
Home
dEFINING feEDBACK
lACK OF fEEDBACK: a bARRIER TO lEARNING
sTUDENT FEEDBACK lITERACY
gUIDING PRINCIPLES AND bEST pRACTICES
In this brief audio, Dr. Carey Borkoski discusses why a lack of feedback or low-quality feedback is a barrier to learning. Click the play icon to listen. (Length: 1:53)
TOOLS TO PROVIDE FEEDBACK
SUMMARY & TESTIMONIALS
SUPPLEMENTAL RESOURCES
Student Feedback Literacy
Home
Studies have shown that feedback literacy is one of the most important elements of learning and that students are generally starved for good feedback. Students’ feedback literacy involves an understanding of what feedback is and how it can be managed. Feedback literacy denotes the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies.
dEFINING fEeDBACK
lACK OF fEEDBACK: a bARRIER TO lEARNING
sTUDENT FEEDBACK lITERACY
gUIDING PRINCIPLES AND bEST pRACTICES
Read about ways instructors can help students develop feedback literacy.
TOOLS TO PROVIDE FEEDBACK
Watch a brief video clip where Dr. Carey Borkoski explains a visual representation of feedback literacy.
SUMMARY & tESTIMONIALS
These strategies for helping student develop feedback literacy all lead to kind, critical, and constructive feedback, covered in the Guiding Principles and Best Practices section.
SUPPLEMENTAL RESOURCES
guiding principles and best practices
home
Timely and constructive feedback is a critical part of a student's ongoing growth and learning. In an online environment, feedback is an important way to establish instructor presence and to guide the learning process. Learners are eager for frequent feedback on their progress from the instructor and peers. All assignments and activities should include some kind of informal or formal feedback, whether given to students individually or collectively. Click on the Feedback graphic to the right to review guiding principles and best practices. An interactive presentation will open in a new window.
dEFINING fEeDBACK
lACK OF fEEDBACK: a bARRIER TO lEARNING
sTUDENT FEEDBACK lITERACY
gUIDING PRINCIPLES AND bEST pRACTICES
TOOLS TO PROVIDE FEEDBACK
SUMMARY & tESTIMONIALS
Don't forget peer feedback! Not all feedback needs to come from you, the instructor. Peer feedback can have a very positive effect and provide a great opportunity to build community.
SUPPLEMENTAL RESOURCES
tools to provide feedback
home
There are many different ways that faculty can provide feedback to students, and various tools to provide that feedback. Click on each icon below to explore more details about tools and formats to provide feedback.
dEFINING fEeDBACK
lACK OF fEEDBACK: a bARRIER TO lEARNING
sTUDENT FEEDBACK lITERACY
gUIDING PRINCIPLES AND bEST pRACTICES
TOOLS TO PROVIDE FEEDBACK
Screencasted
Written
Audio and Video
SUMMARY & TESTIMONIALS
SUPPLEMENTAL RESOURCES
summary & tESTIMONIALS
Home
Providing feedback has the potential to produce greater learning and improve instructional outcomes. Feedback is important to student development, their learning, and their own efficacy. Review key takeaways about feedback below.
dEFINING feedback
lACK OF fEEDBACK: a bARRIER TO lEARNING
Click on the + marker icons above to read faculty testimonials about feedback.
sTUDENT FEEDBACK lITERACY
gUIDING PRINCIPLES AND bEST pRACTICES
TOOLS TO PROVIDE FEEDBACK
SUMMARY & TESTIMONIALS
SUPPLEMENTAL RESOURCES
Remember: Feedback can be kind AND critical, AND constructive.
supplemental resources & References
ResourcesUsing Tiered Feedback in a Large College Classroom - Do you have a large class and have difficulty providing substantive feedback to all students? This article highlights how one professor uses a 3-2-1 tiered approach to provide feedback. Seven Keys to Effective Feedback - This article examines what feedback is, and isn't, and provides seven concrete strategies for how feedback can improve learning. References Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. National Academy Press. Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354 Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70–120. https://dhoi.org/10.3102/0034654312474350 Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487 Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Pearson. Nicol, D. J., & McFarlane, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. https://doi.org/10.1080/03075070600572090 Acknowledgement: A special thank you to Drs. Carey Borkoski, Laura Quaynor, and Laura Shaw, for providing much of this content, and Beth Hals, Sr. Instructional Technologist, for providing the Tools resources.
Home
dEFINING fEedback
lACK OF fEEDBACK: a bARRIER TO lEARNING
sTUDENT FEEDBACK lITERACY
gUIDING PRINCIPLES AND bEST pRACTICES
TOOLS TO PROVIDE FEEDBACK
SUMMARY & Testimonials
SUPPLEMENTAL RESOURCES