For Students and Instructors + midterm student survey in cuLearn Digital Feedback

Registrant's Questions I hope this includes Teaching/Course Evaluation by students. Summative yes, formative no oirp.carleton.ca I'm interested in having TAs be able to give feedback on online assignments. Absolutely, we will look at a few different ways.

Overview Good Feedback Dimensions For Students For You Image: http://www.toledoblade.com/gallery/Circus-on-Kelleys-Island http://www.toledoblade.com/gallery/Circus-on-Kelleys-Island

Assessment Looking for Comprehension and Application Formative (during term) Assessments for learning Correction and guidance Summative (end of term) Assessments of learning (competence) Feedback Monitoring of where students are How they are progressing Confirming what they do know What their next steps are to build

Feedback Approach Editing Comments (in margins, at end) Rubric and guides Interaction with others ideas

Why is Good Feedback Important Measure of Success Areas of Improvement Learning and Development Motivation Affects Performance Alignment Learning Outcomes / Assessment / Feedback

Helpful Feedback Quality, frequency and timeliness Respond as a reader Record your reactions Explain when you are having difficulty reading and why Report when the reading is going well and why IET: Identification, Explanation, Translation PIP: Praise specific, Improvement, Positive overall Source: Bellows, N. Three Step Process of Commenting on Student Work

Less is more - Keep messages short and to the point Birds of a feather - Tell learners you're in this together. Take Action - Provide specific steps for improvement. Don't be a Threat - Use constructive advice to encourage change. http://www.itap.purdue.edu/studio/passnote/

Dimensions Strategies Timing (when, how often) Amount (how many points, how much about each) Mode (oral, written, visual) Audience (individual, group) Context (focus, function, clarity, specificity, tone…) How to Give Effective Feedback to Your Students by Susan M. Brookhart Immediate, Accessed anytime, Quality, frequency and timeliness of feedback are key to students’ experiences of learning (Lunt & Curran, 2012)

For Students Providing Digital Feedback on Assessments Peer Feedback Course Checkpoints / At Risk For Students

Issue Student want personalized feedback Instructors have limited resources

Solutions Rubrics Grading Symbols Marking Guides Student Response Systems General Feedback Peer feedback Pre-Feedback Course Check Points Response Banks Automatic Feedback Audio Comments Selective Release Video Comments Practice Quizzes Pre-Feedback: before assignments, in the past student have had problems with

Rubrics and Marking Guides Criteria according to which work is graded Descriptions of various levels of performance MARKING GUIDES - THE LENIENT rubric, just set criteria Grading rubrics are documents which indicate (1) the criteria according to which students’ work is graded and (2) descriptions of various (3 or 4) levels of performance for each criteria. Instructors create these documents and, ideally, provide them to students and teaching assistants before the assignment is due. A rubric is thus a useful guideline for students, teaching assistants, and instructors. They can be constructed for classes in any discipline and for a variety of different types of assignment.

Rubrics and Marking Guides Lets students know what is being asked of them Consistency (students, TA, instructors) Shared Language Speed up grading Provide to students when assigning Marking Guides = Lenient Rubrics (comments) rcampus.com iRubric Rubistar MARKING GUIDES - THE LENIENT rubric, just set criteria Grading rubrics are documents which indicate (1) the criteria according to which students’ work is graded and (2) descriptions of various (3 or 4) levels of performance for each criteria. Instructors create these documents and, ideally, provide them to students and teaching assistants before the assignment is due. A rubric is thus a useful guideline for students, teaching assistants, and instructors. They can be constructed for classes in any discipline and for a variety of different types of assignment.

General and Pre-Feedback Overview of common mistakes Reduce repetition of individual fb Highlighting potential pitfalls Highlighting potential pitfalls and offer resources for overcoming them

Response banks – Reuse Comments Save frequently used comments (past courses) Adjust (personalize) as necessary when the comment does not exactly match Point out once (add +) Gather Resources: Point out when something is wrong but also why and how to get it right. Greater consistency Use a bank of comments that are precise, detailed, and clear. The smart online educator is the one who has a bank of comments from which he/she can draw on to give students feedback on any number of items in the course. But there are two important items here that will make these precast comments most effective: 1) Have comments point out not only when something is wrong but also why it is wrong and how to get it right. In this manner, each comment becomes a mini teacher’s aide in the assignment. 2) Adjust (personalize) any comment as is necessary when your comment as written does not exactly match the problem you see in the student’s assignment. This way each comment is a perfect fit for the error, allowing the student to learn more fully. Do not point out each error a student makes. While students look to you for feedback that will help them improve, this is college, and thus more responsibility falls on the student than in a high school course. Therefore, unless you come across an error in an assignment that you believe is grievous, unusual, or complex enough that a previous comment should be posted again, only point out each new problem once. The following can help encourage students to use their own efforts to hunt out other similar problems that may occur in their assignment: 1) In your overall comment—at the end of the assignment—write something like this: “NOTE: To help you when additional errors have occurred but I have not noted them, I have inserted a + sign at the end of a comment if that error occurs more than once in your essay.” [b] Be sure to insert the + sign at the end of any error if that error has popped up more than once.

Grading symbols http://webhost.bridgew.edu/jhayesboh/not13th/proofmarks.jpg

Course Checkpoints Break up grades/tasks Start early How are they doing How about everyone else Image: http://transformationtrainer.com/2011/09/one-step-time/

Feedback Files Edited word document Track changes Comments Audio (cell mic, computer mic) Video (screen record, cell camera, doc camera) Use in collaboration with other types

Other Types of Feedback Student Response System (MC and Open-ended) Backchannel Communications (Twitter, Forum) Working in groups / Team based Learning FAQ Forum Digital Office Hours Exemplary work Ask questions or voice opinions Identify which concepts learners understand, as well as which topics require additional coverage or demonstrations in class Encourages all learners to participate in class (empower and engage) http://www.itap.purdue.edu/studio/hotseat/ “run what you brung” model

Feedback in Grades (inline and paragraph) Assignments (comments, file, rubric, marking guide) Quizzes (question, quiz, grade range, repetition) Choice (Polls) Forums (text, rating) Lesson (self guided feedback) Workshops (grade for submission, grade for feedback, publish) Selective Release (Based on grades) cuLearn Digital Feedback Workshop Course

Response to feedback No matter how clear and detailed your comments, expect students to write “I-don’t-get-it” emails. Chances are that you are not doing it wrong, you just have students interested in improving. http://www.facultyfocus.com/articles/online-education/the-online-educators-complete-guide-to-grading-assignments-part-1/ This is a great thing, actually, and seldom has anything to do with your feedback not being good enough. Rather, you have students who really are interested in improving, to the point that they want to fully understand what you’ve pointed out. These students have taken the time to ask for more feedback (with some exceptions, the ones who really don’t care are not going to take the time to ask for additional assistance). Even if the student’s primary reason for asking is to receive a good final grade in the course, this gives you an opportunity to teach a bit more. So be sure to respond to the student in a timely manner by email, audio message, or phone.

Learning Analytics Midterm Feedback Evaluation For Instructors

Learning Analytics Participants - last logged in Reports - logs - all activities Activity Report - views Engagement Analytics Course Participation Let’s have a look Image: https://41.media.tumblr.com

Midterm Feedback Evaluation Identify and correct issues Strengthen the student-teacher relationship Lovers and Haters Share Results Improve end of term scores

Questions Keep it short Premade Survey Open ended as well as MC/Likert scale - Stats Ask about specific strategies you are trying Question pairing - ask students to assess themselves while they assess you carleton.ca/edc/services/midterm-feedback-evaluation

7 Take aways Feedback is a learning opportunity Be short, “personal” and positive Provide resources Leverage repetition Try it before you buy it Give students a say Everyone needs a coach 7 Take aways

Future Workshops > Come Talk Anytime (We have coffee/tea) Thank You !

ecarleton.ca

Resources EDC Handouts Online Assessment Tools and Activities Creating a Grading Rubric Sample Discussion Post Rubric Learning from our students Common Survey Questions Midterm Feedback Evaluations carleton.ca/edc/services/midterm-feedback-evaluation Blended and Online Teaching Program by EDC/cuOpen ecarleton.ca cuLearn Support Site carleton.ca/culearnsupport/instructors/ PassNote purdue.edu/passnote EDC Handouts

References Bellows, N. (2002). Three step process of commenting on student work. cte.umd.edu/teaching/resources/GradingHandbook.pdf Brookhart, S (2008). How to Give Effective Feedback to Your Students ascd.org/publications/books/108019/chapters/Feedback@-An-Overview.aspx Pitler, Hubbell and Kuhn (2012). Using Technology with Classroom Instruction That Works ascd.org/publications/books/112012/chapters/Setting-Objectives-and-Providing-Feedback.aspx The Online Educator’s Complete Guide to Grading Assignments facultyfocus.com/articles/online-education/the-online-educators-complete-guide-to-grading-assignments-part-1/ Providing digital feedback with tools you already usecarthage.edu/live/news/5464-providing-digital-feedback-with-tools-you-already Where Do We Go From Here? Tools for Providing Timely, Personalized Feedback reading.org/literacy-daily/classroom/post/engage/2013/12/20/teaching-tools-for-timely-personalized-feedback Bill Gates, Teachers need real feedback TED Talk youtube.com/watch?v=81Ub0SMxZQo 20 Tips for Giving Feedback, University of New England moodle.une.edu.au/mod/page/view.php?id=58 Three lessons from data on the best ways to give feedback to students, Teachers College at Columbia University educationbythenumbers.org/content/feedback_2662/ Formative and Summative Feedback and Its Impact on Learner Motivation, University of Notre Dameblogs.nd.edu/kaneb/2012/09/24/formative-and-summative-feedback-and-its-impact-on-learner-motivation/ Teaching Strategies: The Essentials of Giving Feedback teachhub.com/teaching-strategies-essentials-giving-feedback