BestFeedbackPracticesMon8Jan2018

ShariLughmaniandtheEWRLiaisonTeam

Members:LucyandMan

HappyNewYear2018!

Aimsofthesession

Part1• AbriefoverviewoftheEWRFeedbackModelanditsrationale• Feedback,Reflection,Feedback- Lucy• SamplefeedbackreportsandMan’sreasonsforselectingthose- Man• CARandELCteacherfeedback• Studentreflections

• Part2– Questionsinthebasket• Opendiscussiononbestpracticesofgivingfeedback

PartI– EWRFeedbackModelwithSamples

Somenumbers2016-17(S1-S3)

5182studentscompletedEWR

10,364scriptsof700+1500=2200words

each

Over3semesters Taking76EWRCARsubjectcourses

With100EWRCARsubjectprofessors,

includingTAs

Wrote19differentassignmentgenres

Andreceivedfeedbackfromaround77ELCteachersonaverage

persemester

EWRFeedbackModel-Basics

DetailedwrittenfeedbackontwodraftsBEFOREfinaldraftis

submitted

30-minuteoptionalconsultationsafterbothdraftsto

clarifythecommentsgiveninwritten

feedbackreportsand

answerspecificstudentquestionson

languageStudentreflectionon

revision

FeedbackforDraft1andDraft2

HowfeedbackneedstobedifferentforDraft1andDraft2

FeedbackonDraft1 FeedbackonDraft2

4 – 8actionpoints(includingcommentingonaspectsdevelopedwell)

Commenting onprogressmadeincludingpraiseandencouragement

Specific tothegenreandtheassignment 4- 8actionpoints(somerepeatedasneeded)

Allowing studentstounderstandassignmentrequirementsandorganizationalpatterns

Zooming inonlanguageandgrammarifneeded

Commentingoncitationsandreferencing Commentingoncitationsandreferencing,praisingdiscerninguseofsources

Developingstudent’sownvoiceandcheckinganyplagiarism

Checkingandwarning thestudentandliaisonpersonofanyplagiarismcommitted

Addingacommentonbookingaconsultation ifneeded

Addingacommentonbookingaconsultation ifthedraftisriddledwithgrammaticalerrors

EWRFeedbackneedstobe…

specifictotheassignment

aboutthegenreofthetext

dialogic

Dialogicfeedback

paradigmiswhere

1. feedbackistreatedason-goingdialoguethataimstoengagestudentsintheuseoffeedback;

2. feedbackseekstorespectstudents’voice;and

3. studentsareencouragedtoreflectontheirrevisionprocess

Stepsindevelopinggenre- andassignment-

specificfeedback

model

Step1.CARSubjectdocumentsarerequestedfromtheCARteachersStep2.AssignmentTemplate(AT)isdeveloped–likeacontractwiththesubjectteacherthroughmultipleliaisonmeetingsStep3.AssignmentguidelinesbasedonATaredeveloped.

AssignmentGuidelinesbasedonAssignmentTemplate

Developingassignment-

specificchecklists

AssignmentspecificchecklistsaredevelopedbasedontheAssignmentTemplateandconfirmed withtheC.ARteachers.

Checklistsample

Developinggenre-specific

feedbackcomments

1. Genre-specificfeedbackcommentsarethendevelopedfromtheconfirmedchecklists.

2. Relevantactionpointsonrelevantgrammaticalandsyntacticalaspectsareaddedtothebankofcomments.

3. Feedbackactionpointsareconstantlyrevisedandupdatedasnewissuespresentthemselves.

Actionpoints

Whydeveloppre-writtenactionpoints

Tosavetimeingivingfeedback– teacherscanadaptand

personalise

Tobeusedasamodel– ifleftontheirown,teachersmay•focustheirfeedbackonlyongrammaticalissues

•ignoretheorganizationandgenre•spendfartoomuchtimeonfixingthetext

Toprovidearangeofareasonwhichtogivefeedback

Toensurethefeedbackcommentsengagestudentsinsubstantialrevisionrather

thanproofreading

Toencourageteachersnottoappropriatetextandstayaway

fromstudenttexts

EWRTeacher1– Lucy– onEWRdialogicfeedbackcycle:feedback,reflection,feedback

Feedbackactionpointsreport:myversion

• Coherent,conversational– engagestudentsmoreeffectively• Logicalorder:mostimportantaspectstotheleast,andmorelocalisedareas• Overallrequirementsofassignment(genre)

• Openwithafeel-goodcomment• whatthestudenthasdonewell• appreciatethedraft(wearthereader’shat)

• Student’sreflection– respondingandsharingofthoughtsandexperienceinthewritingprocess

Handout:Exampleactionpointsreportsandstudent’sreflections

EWRTeacher2– Manondraft1anddraft2feedbackandherrationale

Samplefeedbackreports(fromMan)

Draft1report Draft2report

Rationale

• Focusonbroaderissuesfirst1streport:broaderissues2nd report:specificissues

• Refertostudents’ownexamples

• Bepositiveandfriendly

- saysomethinggoodabouttheirdraft- thankthemfortheireffort- addresstostudentsbytheirnames

• Lessismore- avoidover-whelmingstudentswith8actionpointseachtime.

CARTEACHERS’VIEWS

CARTEACHERS’FEEDBACKOntwodraftsandfeedbackreports…

Itlistsoutallthekeyareasthatstudentsneedtoimproveforthenextdraftsubmission.Theonlythingisthetimebetweenreceivingthefeedbackreportsandsubmittingthenextdraftsisquiteshort.Studentswhohavealotofproblemsinwritingmaynothaveenoughtimetorevise.

Thefeedbackreportsgaveverythoroughguidancetostudentstoimprovetheirdrafts.

CARteachersonstrongestaspectsofwriting

Understoodcontent. Wrotegoodanalysisofcontent.

Followedguidelines

Followedthechecklistwithcorrect

organisational patternandwroteliteraturereviewproperly.

Referredpublicationsasrequested.

Passion!Fullygraspedthearticleand

independentanalysisofthearticle.

Selectionofagoodpairingarticle;Clear

writing;

CARteachersonthe

weakestaspectsof

submissions

• Wrongorganisational patternandgivinggeneralhistoricalfactswithoutwritingproperliteraturereview.Usedalotofonlineresources.

• Weaklinkbetweenthetargetarticleandpairingarticle;Poorwriting;Verylimitedunderstandingofthearticle,justrepeatingwhatissaidinthearticle.

CARteachersonstudents’

abilitytoreadandwrite

• Theycananalyse andcreatewhenaskedto• ManyYearOnestudentshavenoconceptaboutacademicwriting.• Theydon'tknowwhatwritingstylesshoulduse.• Theypreferusingonlineresourcesbutnotreadingbooks.

CARteachersonthewaystudentwritinghasimprovedasaresultofEWR

ifstudentswanttobuyintoitIfeelithashelpedthemimproveallaspects

oftheirwriting.howeverIfeelthatmanyofthemfeltrushedtomeetdeadlines.Imayextendthefinaldraftdeadlinenexttime.

Someofthemhaveimprovedquitealotfromthe2draftstothefinal

work.

IssuesidentifiedbyCARteachers

• Alotofstudentsdonotunderstandthewritingrequirementsliketheorganisational patternofthewritinggenre.Someexamplesshouldprovidedtostudents.Somestudentsdonotreallyunderstandwhatisliteraturereview.TheELCteachermayneedtoexplainabitmoreduringtheorientation.

• ManyYearOnestudentshavenoconceptaboutacademicwriting.Theydon'tknowwhatwritingstylestheyshoulduse.Theypreferusingonlineresourcesbutnotreadingbooks.

• Weaklinkbetweenthetargetarticleandpairingarticle.Poorwriting;Verylimitedunderstandingofthearticle,justrepeatingwhatissaidinthearticle.

ELCTeachers’Views

ELCteachersonhowEWR

programimpactsstudentswriting

practices

• Itdefinitelyhelpsthemtouseexpertsources,andencouragesthemtocriticallyanalyzeissues.• Moreawarenessoftheroleofsourceusevs."ownideas"inacademicwriting.Moreawarenessoftheimportanceofexplicitlymakingconnectionsbetweenideas.

ELCteacherson

consultations

• Firstconsultationswereprettygood.Ionlyhadonebookingforseconddrafts,butunfortunatelythestudentwasanoshow.Howtominimizesuchoccurrences?

• ItmightbegoodtoexplaintostudentsthattheyshouldonlycometoEWRconsultationsiftheyhavespecificquestionsabouttheirwritingoraboutthefeedbackfromtheteacher. Somestudentsseemedtothinkconsultationsessionswereextralessons.

• Asanewteacher,itwaschallengingbalancingtheworkloadatcertainpointsinthesemester.Iwas"lucky"thatnottoomanystudentsbookedconsultations.

ELCteacherson

Consultations(contd.)

• Theeagerstudentsattended,andthesessionswereuseful- studentsaskedalotofquestions• thosesessionswerewellarranged.• Notmanyturnedup.• Generallyfine--it'sgoodthatwewillnowhaveaccesstodraftsduringtheconsultationperiod.

ELCteachersontheroleofCARteacherin

supportingstudents

• Fromthestudentwriting,itdoesn'tseemliketheyareveryfamiliarwithMLAstyle.Again,I'mnotsurehowmuchhasbeentaughttotheminclassbythesubjectteacher.

• Italicizingbookandfilmtitles(especiallyforthisclass:SUBJECTCODE)wasaconstantreminderIfoundmyselfmaking.Also,anactionpointaboutparallelstructuremightbeusefulaswell,sincethisessayisa[GENRE];andstudents,especiallyonthefirstdraft,makethismistakequitefrequently.

• Manystudentsdon'tputverymuchthoughtintowritingatitle(e.g.,xxxx genre).Apointaboutthismightbeuseful(Butagainisthesubjectteacheremphasizingthisatallinclass?).

• Last,somestudentsseemtothinkthatthepurposeofthescreencapturesistohighlightthedialogueofxxxx,sothey'llusesequentialframes,withdifferentlinesofdialogueinthesubtitlesasiftheyexplainthemselves.Notveryeffective.

StudentReflections

Studentreflections–

questionsasked

1. Whathaveyoulearntfromrevisingyourwork?

2. Whatparticularareashaveyoudeveloped?3. Whatareaswouldyouliketodevelopmore?4. Whatwerethechallengeswhilerevisingyour

work?5. Wasthefeedbackreportuseful?Inwhat

ways?

Studentreflectionson

revisionsubmitted

withDraft2(SD1C03-ST3)

• Revisingisalwaysconstructive.Sincetheverydeadlinelasttimeandthesubjectiswaytoochallengingthani'veimagined,idid'thavetimetoreallycalmdownandexaminemydraft.Ihavedevelopedtheacademicwritingstyle,hedging,tobemorespecific.Andthoughihavedoneacomprehensivedescription,somedetailsstillneedelaborating.That'swhatihavedoneandwillneeddoingduringthemodificationandfurtherwriting.

• Ithinkit'shardtoreviseyourwordsbecauseitcomesoutofyourownthoughtandstill,it'sratherhardtothinkoutofthepreviousbox.

• Sureenoughthefeedbackisuseful.TheELCteacherhasdoneaverycarefulreading,whichidoappreciate.Encouragement,appreciationandmodificationonacademicwritingstylearethemosthelpful.

Studentreflectionson

revisionsubmitted

withDraft2(ME1D02-ST9)

• First,myintroductionisnotveryclear.Someofthedefinitionsaremissing.Ishouldnotrushtowritetheintroductionfirst.Second,thecoherenceinmyessayinnotenough.Thelinkagebetweensentencecouldhavebeendonebetter.Third,Ifailedtoanalyzethetopiccriticallysincetheadvantagesanddisadvantagesofmaterialshavenotbeenincludedinthereport.ItwillbemorecriticalwhenIwritethepartaboutselectionofmaterials.

• Ihavedevelopedsomeofthecontentwhichisaboutthepropertiesofthematerials usedinthechosenproductandabriefintroductioninthefirstdraft.

(ME1D02-ST9)Contd.

• Iwouldliketoandmakeaclearerintroductiontoguidethereadersandfocusmoreonthematerialsinsteadofthechosenproduct.Iwouldalsoliketoincreasethecoherenceofmyreport.

• IfinditdifficulttoanalyzethetopicbecausewhatIwriteinthereportarescientificfacts.Itisnoteasytocriticizethem.MaybeIcancriticizethematerialsusedinautomobileswhilediscussingtheirdisadvantagesandtheeffecttobothhumanbeings,economicandenvironment.

• Someofthefeedbackwasuseful.Itguidedmetowriteabetterreport.Thefeedbackabouttheintroductionandthecoherenceisthemostimportanttome.Iwilltrytomakeimprovementsonit.

Studentreflectionson

revisionsubmitted

withDraft2(ME1D02-

ST19)

• IfiguredoutthatImisunderstoodthetopicrequirementthatIhavetowrite.• Ihavechangedthewholetopicandhaveseparatedthechosenfieldintodifferentsub-topic.• Iwouldliketodevelopmoreondifferentmaterialusedtomanufacturewheel.• Ihavetorewritethewholereport.

(ME1D02-ST49)

• IhavedevelopedtheadvantagesanddisadvantagesofeachmaterialandthecomparisonsamongmaterialsarewrittenpartlybutnotallofthemandI'dliketodevelopmoreaboutthat.

• Thebiggestchallengewhenrevisingmyworkmaybehowtoextendthecontentoftheintroduction,andIamstillalittlebitconfusedaboutthat.

• Thefeedbackisveryuseful.Itpointedoutmyshortingcomingsandpointedoutaclearwayformetomakecorrections.Withthefeedback,itiseasierformetowritemyseconddraft.(ME1D02-ST49)

PartII- Questions

QuestionsBasket

EWRfeedbackpractices

1. Howmanyactionpointsdoyouusuallyincludeineachreport?

2. Howmanydoyouthinka student wouldprefer?3. Whatkindsofissuesdoyouusuallyfocuson

whenyougivefeedbacktoDraft1andDraft2?Howaretheydifferent?

4. Doyouusetheprovidedactionpoints,ordoyouprefertypinginyourowncomments?Inwhatcaseswouldyoucreateyourownactionpoints?

5. Sometimes studentsdonotunderstandouractionpoints.Whatdoyouthinkarethereasonsbehindthis,andhowwouldyouillustrateanactionpointmoreclearly?

6. Haveyoueverpersonalizedyouractionpoints?How? Whatdoyouthinkarethebenefitsofit?

7. Whataresomewaystomakeafeedbackreportsoundless“judgmental”?

8. Doyoureadthescriptonscreenorpaper?Why?

Featuresoffeedback Myfeedback?

Understandable:expressedinalanguagethatstudentswillunderstand

Selective:commentinginreasonabledetailontwoorthreethingsthatthestudentcandosomethingabout

Specific:pointingtoinstancesinthestudent’ssubmissionwherethefeedbackapplies

Timely:providedintimetoimprovethenextassignment

Contextualised:framedwithreferencetothelearningoutcomesand/orassessmentcriteria

Non-judgmental:descriptiveratherthanevaluative,focusedonlearninggoalsnotjustperformancegoals

Balanced:pointingoutthepositiveaswellasareasinneedofimprovement

Forwardlooking:suggestinghowstudentsmightimprovesubsequentassignments

Transferable:focusedonprocesses,skillsandself-regulatoryprocessesnotjustonknowledgecontent

Personal:referringtowhatisalreadyknownaboutthestudentandherorhispreviouswork