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

2. 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.

3. Overview Good Feedback Dimensions For Students For You
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4. 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

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

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

7. 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

8. 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.

9. 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)

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

11. Issue Student want personalized feedback
Instructors have limited resources

12. 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

13. 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.

14. 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.

15. 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

16. 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.

17. Grading symbols

18. Course Checkpoints Break up grades/tasks Start early
How are they doing
How about everyone else
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19. 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

20. 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)
“run what you brung” model

21. 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

22. Response to feedback
No matter how clear and detailed your comments, expect students to write “I-don’t-get-it” s.
Chances are that you are not doing it wrong, you just have students interested in improving.
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 , audio message, or phone.

23. Learning Analytics Midterm Feedback Evaluation
For Instructors

24. Learning Analytics Participants - last logged in
Reports - logs - all activities
Activity Report - views
Engagement Analytics
Course Participation
Let’s have a look
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25. Midterm Feedback Evaluation
Identify and correct issues
Strengthen the student-teacher relationship
Lovers and Haters
Share Results
Improve end of term scores

26. 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

27. 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

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

29. ecarleton.ca

30. 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

31. 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
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