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How can teachers use self-regulation feedback such as using rubrics, how can we help weaker students to make sense of how they can improve?

This may also boil down to the quality of the rubrics given to students. How do we ensure that the rubrics are comprehensive and robust enough to help them improve?

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1. How do we ensure that we differentiate feedback for different students while striving to standardise feedback as a department? (And if we do continue to pursue differentiated feedback, how should we rationalise these differentiations to our students?)

2. Should we first  first ensure that students understand not just what the symbols/abbreviations in the logbook indicate but what the successful enactment of these expectations look like? (E.g. an example of good expression, an example of sufficient elaboration)

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The need for DI in feedback

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Feedback can become very overwhelming and a lot of time may be spent on reviewing their errors instead of moving forward. What if students want to argue forth their point instead of looking at how to improve?

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Feedback should ultimately help students progress i.e. should provide them action goals to move forward

Students have to value the teacher’s feedback to take it seriously/work on it

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Commending effort and improvement

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I concur with the idea of process feedback as I see students usually improve after going through the process of reassessment and trying the same question using alternative strategies. Self regulation feedback is more beneficial as it prepares the students to be an independent  learner 

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I concur with the idea of process feedback as I see students usually improve after going through the process of reassessment and trying the same question using alternative strategies. Self regulation feedback is more beneficial as it prepares the students to be an independent  learner 

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I fear giving feedback by different signs and symbols may confuse the students if they are not aware about their meaning. Learning so many different abbreviation may add to the academic load and stress of the students.

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I fear giving feedback by different signs and symbols may confuse the students if they are not aware about their meaning. Learning so many different abbreviation may add to the academic load and stress of the students.

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I would like to try verbal feedback by actually speaking to the students about the areas that need to be improved. I feel this is more personalised and is tailored to the individual needs.

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I would like to try verbal feedback by actually speaking to the students about the areas that need to be improved. I feel this is more personalised and is tailored to the individual needs.

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Students usually make the corrections once they understand the expected answers. However, most of the times it is copying blindly from the scheme of answers.

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Students usually make the corrections once they understand the expected answers. However, most of the times it is copying blindly from the scheme of answers.

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I feel that teachers don't commit enough time to allow students to act on the feedback and move to mastery, as we are mostly pressured by the need to finish the syllabus.

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Is the feedback structure that we are designing something that the students want?

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For weak classes or classes that have just embarked on a new skill or question type, i will use samples of to ask the students to identify the reasons for why an answer is accepted or not accepted, and get the students to suggest ways to correct them