Providing students with grades and feedback is an integral component of monitoring academic progress. Students identify instructor feedback as an indication of academic progress and reassurance of skills and knowledge required for future class assignments. What are the components of “quality feedback?”
Feedback provides the student the opportunity to reflect and plan for the next assessment activity. Thoughtful feedback when assessing student learning includes clarification of expectations, identification of areas for improvement with focus on reinforcement of desirable behavior. Negative feedback should be non-judgmental, offer suggestions for improvement, and be specific. You will want to think about how the feedback will be received and that it is structured to guide the student in learning points, and the student can take action for future assignments.
Data from student evaluation surveys found timely and constructive feedback works best. When you are preparing your course syllabus and assessment of learning communicate a feedback loop. What are the expectations of students, and what can the students expect of the instructor? This is where you want to include the timeline for grading, when to expect the return of graded assignments, and your method of feedback to support students assessment of academic progress.
Blackboard grading tools provide the opportunity to include feedback. This includes (but not limited to) discussion forums, submitted papers, test questions, blogs, rubrics, and journals. Explore the use of feedback as a key element of formative assessment.