FEEDBACKING

Etymology
• 1920, in the electronics sense, "the return of a
fraction of an output signal to the input of an
earlier stage,"
• from verbal phrase, from feed (v.) + back
(adv.).
 Feed
• Old English fedan "nourish, give food to,
sustain, foster“
• Intransitive sense "take food, eat" is from late
14c. Meaning "to supply to as food" is from
1818.
 Back
• "to or toward the rear or the original starting
place; in the past; behind in position," literally
or figuratively, late 14c.
 Feedbacking
• In order to be able to navigate, by
land or by sea, you need two
pieces of information—where you
are and where you are going.
Likewise, if we want students to
be able to navigate their learning
—to participate in their learning—
they need to know where they are
and where they are going
 Principles of Good Feedback Practice
• Should be for learning
• Should be a continuous process
• Should be timely
• Should relate to clear criteria
• Should be constructive
• Should be legible and clear
• Should be provided on exams
• Should include self-assessment and peer-to-peer feedback
• Should be accessible to all students
• Should be flexible and suited to student’s needs
 Strategy : Responding with Feedback to
the Entire Class
• Begin by addressing the entire class with
“Dear class” or the usual salutation you use.
• Opening paragraph
• Correcting by common errors: topicalizing
• Encouragement
• Closing
 Strategy: Feedback Manager
Process
• Instructor asks open-ended question online.
• Students answer.
• Instructor categorizes responses and writes
relevant feedback.
• Students receive feedback.
 Reddit Discussion on
‘feedbacking’
• I rarely get students outright complaining that my feedback
makes them feel bad, but when I teach writing classes I get
plenty of them completely ignoring the feedback on
subsequent drafts.
• The bottom line is that I agree: many students don't initially
like it or see value in it. But, I think that's because they haven't
yet really thought about it, seen it modelled productively by
others, or gotten to the metacognitive skills of knowing how
to reflect on self-improvement.
 Reddit Discussion on
‘feedbacking’
• Yes, I love this. I spend so much time giving detailed
feedback on every paper when I KNOW only a
handful of them actually look at that feedback. This is
going to change everything.
• If their goal is just to do the minimum and pass, your
comments about improving could read like nagging.
 Reddit Discussion on
‘feedbacking’
• I wouldn’t bother explaining any of this to your student, just
keep making suggestions and they can learn to ignore the
ones they do not want to take.
• My students mostly ignore it. I tend to do the "compliment
sandwich" type of feedback, first mentioning something they
did well on, then telling them areas for improvement, and
finishing with some kind of encouragement.
 Reddit Discussion on
‘feedbacking’
• I see this often in my engineering course - students often only
want to know if they got the right numerical answer, and only
then going back to check their work.
• But I do lament the "participation trophy mentality" of so
many students, parents, and also some colleagues who seem
to be unable to accept or perform honest (and esp.
summative) performance assessments.
 Research on Feedback
• Feedback is weak when teachers are not conscious
on the effectiveness of [their] feedback.
• It is known that teachers’ face difficulties in writing
feedback based on each student’s unique
characteristics
• The feedback given by teachers must not only be
instructive but should also bear in mind the
context, motivation, ability to learn and
inclinations of students.
 Typical Requirements
• Textual analysis
• Reporting
• Term Paper
• Literary analysis
• Character analysis
 Rubrics
• When used as a tool for targeted feedback, rubrics
can be an effective assessment tool.
• Consider having the students design the rubric.
Divide students into small groups and give each
group one target or standard to be assessed.
• When using rubrics for assessment, add actionable
feedback and allow students to revise and resubmit
their project or activity
 On Oral Presentation
• Is it integrated into course and class design?
• What is the overall purpose of student
presentations in relation to the development
of both disciplinary and broader skills?
• How does it contribute to the student’s
learning for the rest of the class session,
essays, problems, and exams?
 Types of Presentations
• Individual or group
• Summarising readings
• Opening up the subject
• Responding to a question
• Descriptive
• Deep analysis and critique
Feedback Form : Oral Presentation
 Resources
• https://sc.edu/about/offices_and_divisions/ct
e/teaching_resources/grading_assessment_to
olbox/providing_meaningful_student_feedbac
k/index.php
• https://openoregon.pressbooks.pub/wrd/cha
pter/giving-and-receiving-feedback/
• https://www.edweek.org/teaching-learning/
opinion-using-rubrics-for-targeted-feedback/
2021/06