Considering Feedback

In a recent conversation via the National Institute for Scientific Teaching, STEM educators gathered to discuss practical strategies aimed at improving teaching and learning. One of the outcomes was a discussion on how to provide thoughtful and relevant feedback to students. Some of the key points and related resources are mentioned below:

Wiggins (2012) defines feedback as information about how we are doing in our efforts to reach a goal. Helpful feedback is goal-referenced; tangible and transparent; actionable; user-friendly (specific and personalized); timely; ongoing; and consistent. He notes, “the term feedback is often used to describe all kinds of comments made after the fact, including advice, praise, and evaluation. But none of these are feedback, strictly speaking”.

Ryan (2021) adds, In writing feedback, it is important to ask: What is the goal of this piece of feedback?

Impact: actionable info for students to use to improve future iterations of the assignment

Ex: “Each subsection within Results should begin with a sentence explaining the purpose of that particular experiment.”

Advice: Be clear and specific in what actions should be taken, don’t lump multiple actions together in one comment.

Sensemaking – comments to highlight strengths/weaknesses of the assignment

Ex: “You provided a concise and clear definition of the key concepts.”

Advice: Use specific adjectives rather than general descriptors. When making critiques, avoid the “compliment sandwich” as this obscures the message. Make criticism constructive and focused on the work rather than the student.

Agency – comments encouraging the student to take an active role in improving by seeking support/resources to improve

Ex: “Review the textbook section on photosynthesis,” “For formatting citations, please refer to the style guide.”

Advice: Separate these comments from other types of comments (impact or sensemaking).

How do we give feedback in a way that is mindful of faculty time and energy?

A few suggestions from faculty from a variety of disciplines include:

Weekly Formative Exams and Creative Grading

An outline for weekly learning activities (in-class, at-home) is provided to students. Each week ends with an in-class test during the first half of class (becomes cumulative as course progresses) with a sizable amount of time that day for feedback on performance through peer interaction and faculty instruction.(Baily et. al., 2017)

Use feedback oriented online exercises

Groups of multiple-choice questions surrounding a clinical cases study were created and ordered, so that when combined, they modeled good short answers to a question surrounding a clinical scenario. These were “practice” problems, preparing for a summative exam. Students’ outcomes on the exam were improved if they did the exercises. The question remains if improvement was due to increased interaction with the material or learning the approach to formatting their written answers. (Carnegie, 2015)

 

Student Engagement Structures for Feedback

“Peer feedback and analyzing exemplars are two particularly promising ways of generating internal feedback and promoting student feedback literacy.” (Carless, 2022, p. 145) “Internal feedback is the new knowledge that students generate when they compare their current knowledge and competence against some reference information” (Nicol, 2021).

Use a written response for peer reviews. Students need to be coached to provide meaningful peer reviews in written form.

For large format classes, tools like PeerMark by Turnitin, Hypothesis, or Perusall could be used. Eli Review models a describe-evaluate-suggest approach for student’ written peer review comments. Others?

Students submit a draft, then look at a detailed rubric and/or several exemplars.

“… the input comes from the exemplars and/or rubric and there are incentives for students to engage actively with the material in order to revise their draft….” (Carless 2022, p. 148)

It is also important to remember that it is not enough for students to receive feedback. They also need explicit opportunities to implement and practice with the feedback received.

Assigning students a revision memo or revision report is another promising engagement strategy (e.g., https://owl.excelsior.edu/argument-and-critical-thinking/revising-your-argument/revising-your-argument-revision-strategies/ ).

Further Reading: 

admin. (2021, April 19). Team-based quizzes on no budget. Amanda Loves to Audit. https://amandalovestoaudit.com/2021/04/team-based-quizzes-on-no-budget/

Bailey, E. G., Jensen, J., Nelson, J., Wiberg, H. K., & Bell, J. D. (2017). Weekly Formative Exams and Creative Grading Enhance Student Learning in an Introductory Biology Course. CBE—Life Sciences Education, 16(1), ar2. https://doi.org/10.1187/cbe.16-02-0104

Basey, J. M., Maines, A. P., & Francis, C. D. (2014). Time Efficiency, Written Feedback, and Student Achievement in Inquiry-Oriented Biology Labs. International Journal for the Scholarship of Teaching and Learning, 8(2). https://eric.ed.gov/?id=EJ1135240

Carnegie, J. (2015). Use of Feedback-Oriented Online Exercises to Help Physiology Students Construct Well-Organized Answers to Short-Answer Questions. CBE—Life Sciences Education, 14(3), ar25. https://doi.org/10.1187/cbe.14-08-0132

Carless, D. (2022). From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes. Active Learning in Higher Education, 23(2), 143–153.

Nicol, D., & McCallum, S. (2022). Making internal feedback explicit: exploiting the multiple comparisons that occur during peer review. Assessment & Evaluation in Higher Education, 47(3), 424–443.

 Ryan, T., Henderson, M., Ryan, K., & Kennedy, G. (2021a). Identifying the components of effective learner-centred feedback information. Teaching in Higher Education, 1–18. https://doi.org/10.1080/13562517.2021.1913723

Ryan, T., Henderson, M., Ryan, K., & Kennedy, G. (2021b). Designing learner-centred text-based feedback: a rapid review and qualitative synthesis. Assessment & Evaluation in Higher Education, 46(6), 894–912. https://doi.org/10.1080/02602938.2020.1828819

Ryan, T., Henderson, M., Ryan, K., & Kennedy, G. (2022). Feedback in higher education: aligning academic intent and student sensemaking. Teaching in Higher Education, 1–16. https://doi.org/10.1080/13562517.2022.2029394

Wiggins, G. (2012). Seven keys to effective feedback. Feedback, 70(1), 10–16.

Ways to Reflectively Conclude the Semester

Student reflections can take many forms: an individual five-minute writing activity, a full-class discussion, or somewhere in-between.

(From https://learning.northeastern.edu/reflecting-on-the-last-day-of-class/) Below is a set of possible prompts that you might use or adapt, based on a four-question reflective learning technique that has been shown to increase students’ retention of material (Boucquey, 2014; Dietz-Uhler & Lanter, 2009):

  • Can you identify one important concept, research finding, theory, or idea that you learned while taking this class?

  • Why do you believe that this concept, research finding, theory, or idea is important?

  • How would you apply what you have learned from this class to some aspect of your life.

  • What question(s) has the class raised for you? What are you still wondering about?

Other reflective activities include:

Summarize the course content

“Have students create concept maps illustrating major aspects of course content”(From Teaching Psychology, A Step by Step Guide – Bernstein, Chew & Frantz, 2020, p.90).

Review Pre-course responses

If you administered a pretest at the beginning of the course to assess what your students thought they knew about [the course], you might also spend part of the last class session reviewing their responses to that test and discussing how their ideas have changed (Bernstein, Chew & Frantz, 2020, p.91).

Celebrate Students’ Work

In writing-intensive courses, end the semester by celebrating the writing of your students.  Before the last day, assign students to select a piece of their work to read aloud in 2-3 minutes.  On the final day of class, each student reads the selection, and the class responds to each reading with applause. (https://teaching.berkeley.edu/last-day-class).

Letter to Future Students: Write a short letter to future students in the class, letting them know whatever you think is most important about the instructor, the course, the assignments, and the reading. https://www-chronicle-com.proxyiub.uits.iu.edu/blogs/profhacker/improve-your-course-evaluations-by-having-your-class-write-letters-to-future-students

Personalized Feedback Form: Provide a link to a Google form which students complete before they leave.  On the form are questions you ask them about what they liked/disliked about your class, what activities/lectures helped them learn, and anything else they might want to share. This always provides me more rich information than any formal school-wide questionnaire can.  Students usually take their time filling out this survey instead of just checking off boxes in the other formal survey. (Example copy of Google form end of the semester reflection) https://www.fierceeducation.com/best-practices/end-semester-tips-how-to-get-students-to-love-your-course

Preparing for the first day of classes: Introducing yourself to your students.

The Eberly Center at Carnegie Mellon University suggests the first class meeting should serve at least two basic purposes: 

  • To clarify all reasonable questions students might have relative to the course objectives, as well as your expectations for their performance in class. As students leave the first meeting, they should believe in your competence to teach the course, be able to predict the nature of your instruction, and know what you will require of them.

  • To give you an understanding of who is taking your course and what their expectations are.

A few actions that can help facilitate those purposes are:

The Center for Excellence in Teaching and Learning at Iowa State recommends that you Visit the classroom prior to the first day your class meets, and try out the technology, microphone, lights, etc.. I add that if you need assistance with technology in your classroom, contact your university’s support team early so they can have a chance to address the problem in a timely manner. If you have not been on campus for a while and your classroom is located away from your department, travel to your class to see if your walking route is the same, or if you need to allot more time for travel. (Especially if you are on a campus that is able to build and redesign).

“Professors who established a special trust with their students often displayed the kind of openness in which they might, from time to time, talk about their intellectual journey, its ambitions, triumphs, frustrations, and failures, and encourage students to be similarly reflective and candid.” 

–From the chapter “How Do They Treat Their Students” in Ken Bain’s What the Best College Teachers Do (Harvard Press, 2004), available in the CFT Library 


Vanderbilt’s Center for Teaching Excellence recommends that you Arrive early on the first day your class meets and greet students as they arrive. Introduce yourself and post how you want students to address you, (Professor, Dr., first name?) course name, and section of the class on the projector screen, so that when students walk in, they know that they are in the correct place. IU’s Center for Excellence in Teaching and Learning reminds that you can send a welcome email to your students, perhaps inviting them to use NameCoach (if you have access to it https://cloud.name-coach.com/) to record and learn the pronunciation of each other's names.

The Center for Teaching and Learning at Washington University suggest you consider, What do students want to know about you as their instructor? Consider sharing with students how you teach and/or how you expect students to learn. One way to help increase engagement with students is to share with students why the subject is interesting to you, or ways of learning successfully in the class. You can also include comments from students in previous classes, personal history of your work in this subject, or examples showing:

  1. how you apply the course content in your work or use it to solve problems

  2. how content is used in industry or other parts of society.

Share some information that will personalize you – your teaching experience, the reason you entered your discipline, an anecdote from your undergraduate learning days. This point is meant to encourage you to let your students see the enthusiasm you have for your subject and your love of teaching. It’s much more effective to begin the course letting students know that this is a course you want to teach with content you love, and that you are there to help them learn. If you have graduate teaching assistants, introduce them, and let them tell something about themselves as well.

Set up clear communication strategies for the students. These could include when you will have office hours, the best way to contact you, e-mail parameters, phone policies, as well as whether you will use a backchannel such as Microsoft Teams or Slack in your course, and if so, how will it be used.

Most of these tips align with the key principles provided by James Lang (author of Small Teaching), in an article for the Chronicle for Higher Education. These principles are intended to help faculty decide which activities and approaches will best draw students into the course and prepare them to learn. https://www-chronicle-com.proxyiub.uits.iu.edu/article/how-to-teach-a-good-first-day-of-class/


How UDL Helps Us Create Classes Where Everyone Can Learn and Succeed

A few weeks ago we talked about UDL in the conversation around accessible syllabi. This post provides more back ground on what UDL or (Universal Design of Learning) is, and how it can be useful to you when you for the purposes of teaching and learning. The information I am providing was adapted from the work of Flower Darby, author of Small Teaching Online. and the UDL Higher Education Special Interest Group.

Within the higher education landscape, there are unique challenges. Some of these include: differing school models and missions, degrees of faculty’s focus on research (sometimes over instruction), the size of classes and campuses, the connections between faculty and students, the lack of  background in the area of teaching for many individual faculty, the relationship among faculty and other service providers (e.g., disability services), and the impact of legislative accessibility standards (different for different countries).

Although UDL first took hold in K12 education, the neuroscience and the principles that undergird this framework certainly apply to higher education as well, to address the wide variety of students that an institution may serve. When we think about the college context and about today’s students, we realize that other considerations come into play in addition to students’ needs and preferences relating to both learning and technology.

For example, today’s college students [at both the graduate and undergraduate level] are more likely than ever to be juggling at least one of the following challenges, and often more than one:

  • Working to pay for college

  • Raising a child on their own

  • Dealing with mental health challenges such as anxiety

  • Facing food or housing insecurity, if not both

  • Or a myriad of other issues.

Given this reality, it’s important that we build in support and options within the very design of the class. While students  at IU can request accommodations based on need, Newt Miller, Associate Dean at Ashford University has said, we can “accommodate off the bat,” (2020) so that students don’t need to request special treatment, deadline extensions, or opportunities to revise and resubmit, as examples.

General Resources:

This video provides more information about the importance of UDL in our college classes.

Additional Resources

Evidenced Based Teaching in STEM and activating prior knowledge

Reading time: Approximately 5 minutes

The Center for the Integration of Research, Teaching and Learning (CIRTL) offers a Massive Open Online Courses (MOOCs) designed to provide STEM educators with evidence-based strategies they can employ to improve their teaching as well as effectively conduct teaching as research projects. The course, An Introduction to Evidence-Based Undergraduate STEM Teaching, is offered every few weeks at: https://www.edx.org/course/an-introduction-to-evidence-based-undergraduate-stem-teaching-6

This course aims to "provide future STEM faculty, graduate students and post-doctoral fellows with an introduction to effective teaching strategies and the research that supports them. The goal of the eight-week course is to equip the next generation of STEM faculty to be effective teachers, thus improving the learning experience for the thousands of students they will teach".

If you don't want to enroll in the course, you can review all course modules and resources for free at https://www.stemteachingcourse.org/home.

The modules contain several brief microlectures that focus on key pedagogical concepts and assessment strategies contextualized for various STEM disciplines. For example, this video https://www.youtube.com/watch?v=ecDmvafcDDY&t=7s (found in Module 2 - approximately 10 minutes), focuses on how to activate prior knowledge in students. The instructor uses a famous example from the field of psychology, to illustrate how students in a statistics class have a higher chance of understanding hypothesis testing when you use real world examples students may be familiar with, as opposed to discipline specific symbols and abstract language to solve problems.

This is not to say you should avoid using the language of the discipline. The point of activating prior knowledge is to help students make connections from what you are teaching, to what they already know, so that they have a better chance of understanding and retaining what you want them to know. This also helps increase the chance that students will be able to transfer what they learn to related contexts.