gata winter academy: giving meaningful feedback workshop, presented by rochelle stevenson
DESCRIPTION
On January 10, 2013, PhD student Rochelle Stevenson presented a workshop on Giving Meaningful Feedback as part of GATA Winter Academy. Workshops like this one provide professional development for teaching assistants at the University of Windsor.TRANSCRIPT
ROCHELLE STEVENSON
CENTRE FOR TEACHING AND LEARNING
UNIVERSITY OF WINDSOR
JANUARY 10, 2013.
Giving Meaningful Feedback
Ice Breaker!
How comfortable are you with receiving feedback?
How comfortable are you with giving feedback?
What do we need to provide meaningful
feedback?
What do we need to give feedback?
Learning Objectives Syllabus Assignment Instructions
Rubric Matrix denoting differing levels of achievement based
on the learning objectives
Marking Key Checklist denoting specific scoring and content
requirements
Meaningful Feedback
FEEDBACK
Rubric
Learning Objectiv
es
Marking Key
What if we don’t have what we need?
Open dialogue with the professor or instructor
Department or faculty guidelines
University resources
SCENARIO:
GA OFFICE HOURS AFTER AN EXAM HAS BEEN RETURNED
MEETING WITH A STUDENT WHO HAS QUESTIONS ABOUT THEIR GRADE AND
PERFORMANCE
The “How” of Feedback
Differences in Feedback
Positive feedback is just good Comments like “Good job” or “Well done” Checkmarks, smiley faces
Negative feedback is just bad Comments like “Not enough” or “Need more” Xs, strikethroughs, question marks
Constructive feedback is a blend of both, providing avenues for improvement
Feedback should be SMART
SMART
Specific
Measurable
Achievable
Realistic
Timely
USING THE SAMPLE ANSWER,
PROVIDE A FEW SENTENCES OF WRITTEN FEEDBACK BASED ON MAKING THE
FEEDBACK SMART.
SELECT A REPRESENTATIVE TO SHARE YOUR FEEDBACK WITH THE REST OF THE
GROUP.
SMART Feedback Practice
Feedback should be SMART
SMART
Specific
Measurable
Achievable
Realistic
Timely
USING THE SAMPLE ANSWER,
PROVIDE A FEW SENTENCES OF WRITTEN FEEDBACK BASED ON MAKING THE
FEEDBACK SMART.
USE THE RUBRIC TO ASSIST YOU IN MARKING THE ANSWER.
SMART Feedback Practice
SMART Feedback Practice
What was different between the two exercises? Easier? More difficult?
Did having the rubric change your process of giving feedback?
Main Points of Workshop
Key things you need to provide meaningful feedback Task expectations and learning outcomes Rubric (with descriptors) Dialogue with professor to clarify these things
Feedback should be constructive and should provide avenues for further development SMART feedback Tone of feedback
