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Mid-Semester Feedback (MSF) is a widely-practiced method for supporting in-person courses. At UAF, CTL instructional designers can partner with instructors to conduct discussions with students and provide anonymous feedback to instructors.
Mid-Semester Feedback (MSF) is a widely-practiced method for supporting in-person courses. At UAF, CTL instructional designers can partner with instructors to conduct discussions with students and provide anonymous feedback to instructors.
This course will allow you to support student learning through equitable grading and feedback practices.
This session was held 2 November, 2023. Join colleagues from across the university to share best practices for giving students feedback that fulfills RSI (regular and substantive interaction) requirements for UAF courses. We will hear from 4 faculty and 2 students about how they understand and approach feedback in their courses, and consider tensions that form our feedback practices, including the need to be efficient in responding to student work and the drive to connect with students through discussion of their work.
Daryl Farmer (ENGL) leads a discussion on his methods for giving good feedback in writing workshops. The guide he shares is a great reminder for instructors looking to deepen their feedback and also a valuable tool for teaching students peer…
Student peer reviews come with baggage: many students have had one too many experiences with less-than-inspiring feedback or disengaged partners. Drumming up enthusiastic participation in a classroom peer review exercise has been compared to “making a horse drink.” Yet, a…
You’ve finished marking exams, final grades are submitted, and the semester is done. For many instructors, this is the point at which there’s a moment to reflect on the class, open up course evaluations, and learn what the students thought…
Feedback can be a powerful influence on achievement, particularly when students are able to participate in the conversation. Find out how Canvas allows for quick, easy, personalized 'feedforward' collaboration in the gradebook.
Research shows that the relationships between students and their instructors in a university-level course is “one of the most important factors' contributing to student success. Use student conferences to give and receive feedback and build relationships that will improve everyone’s engagement in the course.
Ideas for collecting feedback from your students and how to get them to participate.
Let’s not be satisfied with the “feedback sandwich approach' in course discussion. Providing guidance and setting expectations for what good discussion feedback looks like can help move students beyond giving comments that do not prompt further discussion, build on an argument or rethink one’s own stance.
Building a rubric can help you determine how–or if–an assignment aligns to your course objectives. Once built, you may use it to frame your feedback. Sharing the specifics with students prior to task assignment helps focus their efforts. Your students may not know about the wealth of information provided by clicking on the link, “View Rubric.'