The thing is that students seem to be distinguishing between feedback that explains their mark, and feedback designed to assist them to complete future tasks more successfully. They aren’t so interested in the former, but they are very interested in the latter. So … that’s the trick … make sure you tell them that all the feedback you provide will assist them to do better in the future – either in the current course / subject, or in a later course or subject.
You might also try some of the following techniques to speed
up the process and increase student engagement with the feedback you do provide
for them.
Dedicated
Improvement and Reflection Time (DIRT)
Give students time
in class to reflect on their work, and to make improvements to it. You can do
this in a variety of ways, one of which is to set up a peer review process that
includes a session in class where they sit with their peers and go through
draft assignments. You might have set up a previous activity where they have
had time to share their drafts and work through the work of their colleagues,
making comments and suggestions. The class time then gives them room to discuss
those suggestions with each other.
Symbols,
not comments
This technique
works very well with errors and mistakes that are made by the majority of the
class. Rather than write the same comment over and over again on assignment
after assignment, create a key to common problems. Use the symbols when you are
marking assignments, and provide students with a written explanation of the
meaning of each symbol (returned with their assignments), and a follow-up
session in class, where you go over each error or mistake and give them an
opportunity to clarify their understanding. For example, the symbol # might be
used to indicate “lack of evidence”. In your feedback session, you could then
provide an overview of how to use evidence to support an argument. Remember,
learning is a conversation. Students need to check with you that they have
understood your feedback.
The Dot
Round
As students are
working in groups, do some quick quality feedback in class. That is, check
their work. Where they have made mistakes or could improve things, mark their
work with a dot. Don’t tell them what is wrong, just that something is not
quite up to scratch. Their job then is to reflect on that particular section
and work out how to improve it. You could also use this technique with draft
submissions.
Assess in
colour
In preparation for
a DIRT session (see above) you or peer markers can draw green boxes around the
best parts of someone’s draft assignment and red boxes around the bits that are
not up to scratch. The reasons for these assessments can then be discussed in
the DIRT session.
Self-assessment
before teacher assessment
Provide students
with a detailed marking rubric. Go through the rubric in class, ensuring – as
far as possible – that students understand the criteria. Make it a requirement
of submission that students provide a self-assessment of their assignment
against the marking rubric. When you mark the work, use the same marking
rubric, and concentrate on pointing out the differences between your assessment
of their work, and their own assessment of their work.
One-to-one
time in class
Where and when you
can, provide students with opportunities to ask you questions about the written
feedback you have provided. Learning is a conversation.
Reference
For more information on these and other techniques, visit http://www.huntingenglish.com/category/teachinglearning/