Alternatives to Traditional Feedback
- Record your Feedback in Audio or Video
- Ask students to take notes on their own drafts as they listen (Edgington, 2020)
- “Analysis of the literature revealed that students preferred this form of feedback over text-based feedback. Students perceived video-based feedback positively, seeing it as more detailed, clearer, and richer, noting that it improved higher-order thinking skills and prepared them for future work” (Bahula and Kay, 2020).
- Conference-based Feedback
- Instead of written feedback, meet with your students individually for about 15-20 minutes each.
- Encourage students to come to their conference with specific questions about their writing
- Aim to have a conversation with your student about their writing and writing struggles, not just deliver a laundry-list of all that is wrong with their paper.
- Have students keep notes for later use.
- Dialogic and Two-Way Feedback
- Before the due-date:
- Consider including peer review opportunities in your course so students can talk to each other about their writing.
- Invite students to ask questions (perhaps anonymously) about the assignment or writing. Respond to their queries in a Q&A document that is shared with the whole class.
- With submissions:
- Have students submit an informal reflection/letter alongside or with their writing
- Or, have students conduct a self-assessment of their writing
- Most students are harder on themselves than we are.
- Following feedback/end of the semester
- Invite (or require) students to attend a conference with you to discuss how to implement your feedback.
- Have students reflect in writing on the feedback they have received and set new writing goals for themselves.
- Before the due-date:
- Question-Based Feedback
We tell writers to ‘get feedback’ … but we do not do a good job of teaching writers how to request feedback. (Baker et al, 2021 p. 387)
- At the beginning of semester, guide students how to ask questions of writing using a sample writing.
- Students submit questions with their writing.
- Teacher limits their feedback only to those questions.
- Students reflect on the effectiveness of their questions and the feedback their questions prompted.
More Tips and Resources
- Feedback & Assessment
- Time-saving, Student-centered Feedback
- Fostering Community: Reflection, Feedback, and Dialogue in the Writing Intensive Classroom
Bahula, T., & Kay, R. (2021). Exploring student perceptions of video-based feedback in higher education: A systematic review of the literature. Journal of Higher Education Theory and Practice, 21(4), 248-258.
Edgington, A. (2020). Breaking the Cycle: Using Reflective Activities to Transform Teacher Response. Journal of Response to Writing, 6(1).
Baker, S., Formo, D. M., Headley, C., & Springer, L. M. M. (2021). Transforming the Feedback Paradigm: A Qualitative Study Examining a Student- Centered, Question-Based Pedagogy in College Composition and Literature Courses. Teaching English in the Two Year College, 48(4), 387–412.