OTL101 – Post 4
For this post I was asked to comment on two aspects, following below, on giving students feedback.
- Are there any gaps between your practice of offering feedback to students and what Hattie recommends?
I have used all the forms of feedback over the entirety of the students in all the courses I’ve instructed. There are gaps, however, in the types of feedback I typically utilize in specific courses. For instance, in BIOL 3431, TRU’s online Plants and People course, I don’t give any feedback on the first online quiz. With regard to the following assignments I correct the students on their submitted short answer questions and edit and make suggestions for how to improve their submitted essays (from spelling, grammar, structure, sources used to logic, etc.). I then give the students the opportunity to resubmit their essays for an improved grade. I give suggestions for the student’s final project when they submit their proposal for the project.
- In what ways can you improve the effectiveness of the feedback that you provide for your students?
Except for feedback made on written assignments or presentations, I tend to wait for students to initiate conversations where I could give general feedback. I could, instead, be the one to initiate giving feedback in situations not related to returned assignments. I sense that adding this form of feedback would improve the student outcomes and completion rates of online courses where it’s easy for them to “disappear”.
With regard to the feedback I do give, I could be clearer and more specific in my written comments. As well, up to now I haven’t taken cultural and personal dispositions of the receivers in my feedback. I could do better in the regard.