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A technique for expediting comprehensive written feedback on assignments

Calver, M.C. and Tweedley, J.R. (2016) A technique for expediting comprehensive written feedback on assignments. The American Biology Teacher, 78 (8). pp. 684-686.

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Free to read: http://dx.doi.org/10.1525/abt.2016.78.8.684
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Abstract

Providing detailed feedback in large classes is challenging. We describe how we develop an archive of comments while marking – noting good points, what needs improvement, and how to correct shortcomings. Comments are recorded in a single document with codes. Relevant codes are marked on students’ work where issues arise. Each student’s annotated assignment is returned with a copy of the comments for the class. Thus, they receive specific feedback on their own work, plus all comments given to the class. Instructors save on marking time because comments are written once on the master list, and only codes and a personalized summary statement are written on the assignment. Markers may collaborate in preparing comments to assist in moderation; some generic comments (e.g., presentation and grammar) are portable across different assignments and years; and comments from past years may form a rubric for sharing with students before they start an assignment.

Publication Type: Journal Article
Murdoch Affiliation: School of Veterinary and Life Sciences
Publisher: University of California Press
Copyright: © 2016 National Association of Biology Teachers.
URI: http://researchrepository.murdoch.edu.au/id/eprint/34457
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