When has feedback been effective in your experience? by Ms. Clarke - Central Board Office (0001) https://padlet.com/p0069287/kaf86eolggcy Made with a bold sensibility en-us 2019-03-10 12:54:36 UTC 2019-04-15 11:57:03 UTC hello@padlet.com Kristen p0069287 https://padlet.com/p0069287/kaf86eolggcy/wish/339669813 Feedback is effective when students are ready to receive feedback. If a student is not expecting feedback, it is often not heard or does not have the intended impact.]]> 2019-03-10 13:03:51 UTC https://padlet.com/p0069287/kaf86eolggcy/wish/339669813 Khajag Koulajian khajag_koulajian https://padlet.com/p0069287/kaf86eolggcy/wish/344242141 Feedback is effective when it is constructive and educative, specific and personalized. Over time, I started giving longer feedback, than short-one-word feedback! It just comes out naturally, I do not need to put more effort in writing feedback to students]]> 2019-03-22 14:42:00 UTC https://padlet.com/p0069287/kaf86eolggcy/wish/344242141 Lisa https://padlet.com/p0069287/kaf86eolggcy/wish/344492748 Feedback is effective when provided in a supportive, positive, and encouraging manner. When my students have a test, I have the tests marked and ready to hand back for review at the beginning of the next class. For students who require extra feedback, engaging (one-on-one) is very important so they can get a better understanding of where they went wrong. One-on- one feedback is very helpful for me as well, as it provides me with information on the students interpretation of the questions and allows them to give their opinions as well.]]> 2019-03-23 20:44:52 UTC https://padlet.com/p0069287/kaf86eolggcy/wish/344492748 Feedback is effective when it is positive, personalized and in time. When I give feedback to my learners, I have to take into account the strand my learners are working with. For example, in the Oral Communication Strand Rubrics(speaking and listening) is considered pronunciation, intonation, stress, vocabulary, interaction accuracy, communication and fluency. The Reading Strand and Writing Strand have their own rubrics as well. https://padlet.com/p0069287/kaf86eolggcy/wish/344911271 Lilian]]> 2019-03-25 16:36:00 UTC https://padlet.com/p0069287/kaf86eolggcy/wish/344911271 Stephen Wong https://padlet.com/p0069287/kaf86eolggcy/wish/346916146 Feedback is more effective if it is simple and easy to understand, and the student is ready to listen or has motivation to look into it.

]]> 2019-03-31 17:05:42 UTC https://padlet.com/p0069287/kaf86eolggcy/wish/346916146 Stephen Wong https://padlet.com/p0069287/kaf86eolggcy/wish/346916777 Feedback is effective if it is related to the teaching material or practical experience.  It needs to be done in a timely manner before the students forget about the topic or lose their interests. ]]> 2019-03-31 17:10:35 UTC https://padlet.com/p0069287/kaf86eolggcy/wish/346916777 Jonathan Slater https://padlet.com/p0069287/kaf86eolggcy/wish/351298130 Feedback is most effective when it offers concrete suggestions for improvement.

]]> 2019-04-12 19:36:05 UTC https://padlet.com/p0069287/kaf86eolggcy/wish/351298130 Jonathan Slater https://padlet.com/p0069287/kaf86eolggcy/wish/351298707 Feedback is most effective when it provides concrete suggestions for improvement.

]]> 2019-04-12 19:38:06 UTC https://padlet.com/p0069287/kaf86eolggcy/wish/351298707 Deborah Delore-D"Ulisse https://padlet.com/p0069287/kaf86eolggcy/wish/351614337 Feedback is effective when it is part of the formative assessment, tied and connected with a higher weighted assessment. For instance, in an online subject, having students write a practice summary before a summary assignment to pinpoint areas that a) are strengths (confidence building) and to identify areas that need work (self-reflection) so that they can meet the expectations of the upcoming assignment. 

]]> 2019-04-15 11:46:43 UTC https://padlet.com/p0069287/kaf86eolggcy/wish/351614337 Deborah Delorme-D'Ulisse https://padlet.com/p0069287/kaf86eolggcy/wish/351614868 The word "Conditions" prompts me to think about the learning environment. Students need to know that they can trust the professor and the feedback given and provided to help them succeed. From a curriclum design perspective, feedback needs to be connected to the learning outcomes, which need to be scaffolded into the subject. I hope I am making myself clear. When I think conditions, I think about how what students are learning are interconnected but they also need to feel comfortable receiving the feedback. ]]> 2019-04-15 11:49:17 UTC https://padlet.com/p0069287/kaf86eolggcy/wish/351614868 Deborah Delorme-D'Ulisse https://padlet.com/p0069287/kaf86eolggcy/wish/351615214 I have designed various types of rubrics over my teaching years and I have found that written feedback is really what works: rubrics with tables of generic information/comments about skill levels I find do not really engage students.  I try to be as personalized as possible. 

Interesting note, I came across an article from Thomas Lancaster on Twitter suggesting that professor's start using emoticons in their feedback to help engage students - though not as a replacement for text, as one responder mentioned. At the DEL (Digital Learning Strategy) Conference last Summer at York University, a professor from Texas shared his rubric and it was organized in such a wonderful and inspiring way. He had skills levels/areas of accomplishments like "Adventurous", "Risk Taker," "Thinker"...... (it was for a travel like subject). This makes me want to change my rubric from "Excellent/Very Good/Satisfactory?Need Work" to "You Could Teach This Subject/ You're Almost There/ Good Foundation/Let's Talk." 


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