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Providing Constructive Feedback

Providing Constructive Feedback. Rubric. Students Assessing teaching and Learning. Assessment support program Collect confidential data from students to give instructors a better idea of how their classes are going

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Providing Constructive Feedback

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  1. Providing Constructive Feedback Rubric

  2. Students Assessing teaching and Learning • Assessment support program • Collect confidential data from students to give instructors a better idea of how their classes are going • Opportunity to tune in instruction based on student perspective (learner centered) to enhance learning environments

  3. What are some situations when giving constructive feedback is necessary? • Someone asks for your opinion about how they are doing • Peer review • Ongoing performance discussions • Course evaluations • Providing specific performance pointers • Group work feedback • Concern about a peer’s work habits • Peer conversation

  4. What are the benefits of peer review? • It is always good to have another student’s perspective • We can learn by explaining things to other people • It makes you critically think about your work • Discussion helps you organize your argument

  5. Activity: Peer review • Review Chris Piper’s essay • Include at least 3 comments. • Mark comments in theleftcolumn (#1) on the back of the handout. • *Do not write in the second column

  6. Your turn! • Will 3 students please come up and write one of their comments on the board. • Now pass the marker to a friend so that they can write an example as well.

  7. the purpose of a rubric is… • To describe expected product • To provide criteria for levels of performance • To outline how to reach goals of the task

  8. Rubric for giving constructive feedback • This rubric is designed to help peers and faculty give valuable feedback to each other • We hope that by the end of this presentation you will be able to give constructive feedback

  9. Feedback is valuable and useful when…

  10. Who • Someone provides it with the appropriate audience in mind.   • Who is going to receive this information: a peer, an instructor, the program director?

  11. When • It is given as soon as possible after performance and it allows for response and interaction. • Will the feedback still be relevant to the audience?

  12. Why • There is purpose awareness. • What is my audience going to do with this information: make changes in the draft, adjust teaching strategies, add a class to the program?

  13. What • It is focused and provides specific information with clear evidence of appropriate content. • What are the goals? • What progress is being made towards that goal? • What activities need to be undertaken to make better progress?

  14. how • It is perceived as well-intentioned, respectful, and knowledgeable. • Is what I am saying specific and useful to the audience? • Am I addressing the content in a focused, constructive, and respectful manner?

  15. Personal Examples • What experiences have you had with giving or receiving feedback?? • Did it have a positive or negative effect?

  16. Tip # 1 • Include accurate and specific data that is clear about irrefutable evidence. • Example • “Adding expert evidence, like data from research articles, would make your argument much stronger.”

  17. Tip # 2 • Focus on content rather than on the person.

  18. Tip # 3 • Comments should focus on description rather than judgment. • Comments should be: • Non-judgmental • Descriptive • Specific *Be honest, but be respectful in how you say it and remember the purpose is to help the person improve

  19. Tip # 4 • There should a balance between positive and negative feedback. • One way to do this is to sandwich negative data between positive data.

  20. Tip # 5 • Positive feedback is attributed to internal causes and is given in the second person. • Start sentences with: • “You…” • “You used very supportive examples …”

  21. Tip # 6 • Negative information should be given in first person and then to the third. • Start sentences with • “I had a lot of questions when reading the introduction…” • “I was unsure what you meant here because…”

  22. Tip # 7 • Offer specific suggestions that model appropriate behavior. • “This type of example may support your argument …” • “Have you considered introducing this concept first?...”

  23. Activity: peer review continued… Three people come up and modify these comments based on what we learned from the rubric. What was good about that example? What needed to be improved? • In second column of the second paper, modify your feedback based on the rubric

  24. Minute paper: Use Rubric to answer the following questions • 1. What are three of the most important ideas you learned from this presentation? • 2. What unanswered questions do you still have? • 3. Do you have any suggestions for the rubric or the presentation?

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