LDC: Feedback, Self- and Peer Assessment 3.25.19 Follow-up

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Learning Design Conversations on Feedback, Self- and Peer Assessment addressed the following questions:

How do we teach quality self- and peer critique and feedback? What’s the role of reflection and dialogue in assessment for learning?  How does FIDeLity assessment become a motivating force for engagement?

During this session we welcomed Randy Donowitz, Director of Pratt’s Writing Center as our guest speaker. Thank you for your valuable contribution to this conversations, Randy!

Suggested best practices:

  • Ask students write a ‘process letter’ and submit it along with the final project.
  • Ask students to keep a journal about their writing.
  • Suggest that your students use the Writing Center early in the semester, but don’t require it (unless absolutely necessary); don’t make it punitive.
  • When giving feedback, focus on 1-2 key points.
  • Talk with your students about the work and give them feedback as a conversation (not just in writing)
  • Don’t write ‘awkward’ or ‘vague’ on their papers. Students will not know what that means and what to do with it. Make your feedback specific and actionable.
  • With ESL students, focus on clarity and organization first; ask them ‘are you saying this?’, ask them to explain verbally what they tried to say in writing.

Handout for additional Best Practices for Providing Feedback

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