We found 323 results that contain "feedback request"
Posted on: #iteachmsu
Mid-Semester Feedback
This is a collection of resources to help guide educators through the process of collecting mid-semester feedback, interpreting the data, and making an action plan!
ASSESSING LEARNING
Posted on: #iteachmsu
Instruction, Feedback, Assessments & Centering Students in Remote Environments
This playlist is a growing collection of content aimed at supporting educators as they traverse ongoing shifts in teaching environment, procedures related to grading, and other uncertainties that results from ongoing pandemics... all the while keeping student success at the core of their work.
ASSESSING LEARNING
Posted on: #iteachmsu
Feedback Fun
Feedback Fun
April is national poetry month (https://poets.org/national-poetry-month), and you want to have some fun with AI. Consider the written feedback that you often provide your students. At times it can seem very sterile and institutional. Even when you offer valuable insights and points, it often gets overlooked because it does not seem genuine or sincere. Enter AI – You could take your typical feedback text and see if AI can make it more ‘memorable’. Here is an example based on a suggestion from Chrissi Nerantzi from the University of Leeds (As presented in: Nerantzi, C., Abegglen, S., Karatsiori, M. and Martinez-Arboleda, A. (Eds.) (2023). 101 Creative ideas to use AI in education. A collection curated by #creativeHE. Graphic Design by Bushra Hashim. CC-BY-NC-SA 4.0.)
Original Feedback Text
Below is an example of feedback given to a student found on the internet:
I’m impressed with your ability to write concisely. Not only did you fulfill the assignment, you also wrote a long-ish intro and answered questions that went beyond the prompt. Doing so within the word limit and doing it well deserves recognition. One result is that outside of the opening paragraph the entire essay is focused exclusively on the arguments –there’s no excess fat in this essay. Given the nature of the assignment, that’s great. As noted throughout, however, some of your specific arguments need developed –your paper would’ve been better served had you eliminated one of the arguments in order to better develop the others along the lines mentioned in my comments above. Overall, it’s clear that you understand each of the philosophers you address and you present interesting ideas.
(Feedback example retrieved from - https://blogs.commons.georgetown.edu/jco34/sample-assignments/examples-of-feedback-on-student-writing/).
Using the above text with a generative AI tool (perplexity.ai) the following prompts were given, and the resultant outputs were received:
AI Prompt: Compose the above feedback in the form of a poem.
Feedback Poem
Your concision impresses, a skill so refined,Not just the task fulfilled, but more you did find.An intro that's lengthy, yet focused throughout,No excess, just arguments, that's what it's about. For an assignment like this, that's exactly what's needed,Your understanding shines, your ideas are well-seeded.But some arguments lack the development they need,Eliminating one could make the others succeed. As noted before, your grasp of each thinker is clear,The ideas you present, they're certainly sincere.Yet honing those points, refining with care,Could elevate this work, make it beyond compare. So take this feedback, let it guide your next steps,Refine and expand, reach new intellectual depths.Your potential is evident, your skills are so strong,Keep pushing forward, and you can't go wrong.
AI Prompt: Compose the above feedback in the form of a limerick
Limerick Feedback
There once was a writer so clever,Whose arguments were quite the endeavor.They built in objections, then hit 'em back strong,But clarity sometimes went wrong.With the writing center's help, they'd do even better. The opening needed more clarity upfront,Revealing the main point, no need to be coy.And Sen's comments on comparing without an ideal,Were points that the writer should not have concealed.Overall the ideas were a true joy. So take this feedback, don't let it annoy,Use it to sharpen, refine, and deployAn essay that's tighter, more focused, more clear.The potential is there, have no fear!Keep working, keep growing, your skills to employ.
AI Prompt – Compose in the form of rap lyrics.
AI Prompt: Produce the feedback as rap lyrics
Rap Lyrics Feedback
Yo, listen up, I got some words for you,
Your writing's on point, but there's more to do.
You built in those objections, hit 'em back with your might,
But the clarity's lacking, gotta shine that light.
Second language, I know it ain't easy,
But hit up that writing center, make your skills feel breezy.
That opening, it needs to be more clear,
Don't hold back the main point, let it ring loud and near.
And yo, you missed Sen's comments, that's a big deal,
Comparing without an ideal, that's how you seal.
But overall, the ideas, they're a true joy to behold,
Gotta tighten it up, make that story unfold.
So take this feedback, don't let it annoy,
Use it to sharpen, refine, and deploy
An essay that's tight, focused, and oh so clear,
The potential is there, have no fear!
Keep working, keep growing, your skills to employ.
Note: The above examples do not violate privacy as there are no identifiers for the recipient and no grade associated with the feedback.
April is national poetry month (https://poets.org/national-poetry-month), and you want to have some fun with AI. Consider the written feedback that you often provide your students. At times it can seem very sterile and institutional. Even when you offer valuable insights and points, it often gets overlooked because it does not seem genuine or sincere. Enter AI – You could take your typical feedback text and see if AI can make it more ‘memorable’. Here is an example based on a suggestion from Chrissi Nerantzi from the University of Leeds (As presented in: Nerantzi, C., Abegglen, S., Karatsiori, M. and Martinez-Arboleda, A. (Eds.) (2023). 101 Creative ideas to use AI in education. A collection curated by #creativeHE. Graphic Design by Bushra Hashim. CC-BY-NC-SA 4.0.)
Original Feedback Text
Below is an example of feedback given to a student found on the internet:
I’m impressed with your ability to write concisely. Not only did you fulfill the assignment, you also wrote a long-ish intro and answered questions that went beyond the prompt. Doing so within the word limit and doing it well deserves recognition. One result is that outside of the opening paragraph the entire essay is focused exclusively on the arguments –there’s no excess fat in this essay. Given the nature of the assignment, that’s great. As noted throughout, however, some of your specific arguments need developed –your paper would’ve been better served had you eliminated one of the arguments in order to better develop the others along the lines mentioned in my comments above. Overall, it’s clear that you understand each of the philosophers you address and you present interesting ideas.
(Feedback example retrieved from - https://blogs.commons.georgetown.edu/jco34/sample-assignments/examples-of-feedback-on-student-writing/).
Using the above text with a generative AI tool (perplexity.ai) the following prompts were given, and the resultant outputs were received:
AI Prompt: Compose the above feedback in the form of a poem.
Feedback Poem
Your concision impresses, a skill so refined,Not just the task fulfilled, but more you did find.An intro that's lengthy, yet focused throughout,No excess, just arguments, that's what it's about. For an assignment like this, that's exactly what's needed,Your understanding shines, your ideas are well-seeded.But some arguments lack the development they need,Eliminating one could make the others succeed. As noted before, your grasp of each thinker is clear,The ideas you present, they're certainly sincere.Yet honing those points, refining with care,Could elevate this work, make it beyond compare. So take this feedback, let it guide your next steps,Refine and expand, reach new intellectual depths.Your potential is evident, your skills are so strong,Keep pushing forward, and you can't go wrong.
AI Prompt: Compose the above feedback in the form of a limerick
Limerick Feedback
There once was a writer so clever,Whose arguments were quite the endeavor.They built in objections, then hit 'em back strong,But clarity sometimes went wrong.With the writing center's help, they'd do even better. The opening needed more clarity upfront,Revealing the main point, no need to be coy.And Sen's comments on comparing without an ideal,Were points that the writer should not have concealed.Overall the ideas were a true joy. So take this feedback, don't let it annoy,Use it to sharpen, refine, and deployAn essay that's tighter, more focused, more clear.The potential is there, have no fear!Keep working, keep growing, your skills to employ.
AI Prompt – Compose in the form of rap lyrics.
AI Prompt: Produce the feedback as rap lyrics
Rap Lyrics Feedback
Yo, listen up, I got some words for you,
Your writing's on point, but there's more to do.
You built in those objections, hit 'em back with your might,
But the clarity's lacking, gotta shine that light.
Second language, I know it ain't easy,
But hit up that writing center, make your skills feel breezy.
That opening, it needs to be more clear,
Don't hold back the main point, let it ring loud and near.
And yo, you missed Sen's comments, that's a big deal,
Comparing without an ideal, that's how you seal.
But overall, the ideas, they're a true joy to behold,
Gotta tighten it up, make that story unfold.
So take this feedback, don't let it annoy,
Use it to sharpen, refine, and deploy
An essay that's tight, focused, and oh so clear,
The potential is there, have no fear!
Keep working, keep growing, your skills to employ.
Note: The above examples do not violate privacy as there are no identifiers for the recipient and no grade associated with the feedback.
Authored by: Jay Loftus
Assessing Learning
Posted on: #iteachmsu
Building anonymous surveys for formative feedback
One of the key aspects of colleting formative feedback is that the respondents are confident their responses are anonymous. Specifically, when it comes to classroom mid-semester feedback, it is imperative that students understand their comments cannot be traced back to their identity (and cannot negatively impact their course grade). Three examples of platforms you can use to build your mid-semester feedback survey include:
Qualtrics
MSU users have access to Qualtrics with their MSU netID and password. You can see the basics for building a Qualtrics survey here.
Google Forms
Similarly to Qualtrics, MSU users can log in to Google Drive with their MSU email and passwords. Please make sure you are logged in to Drive in this manner, not with your personal Gmail, prior to building a form for class. For a step by step for setting up an anonymous Google form, visit this webapge.
D2L
Desire2Learn (D2L) is also accessible to MSU instructors as MSU's Learning Management System. Did you know you can build a survey right in D2L? For step-by-step instructions, check out this article.
Regardless of the platform you use to build your mid-semester feedback survey, it is recommended you include a statement similar to the following at the start: Mid-semester feedback is a way your instructor can collect information about your learning experience and how the course design impacts your experience. This survey is your opportunity to share insights about class so your instructor can make decisions on how to proceed with the rest of this semester. This is an anonymous survey. Your identity will not be shared with anyone and will in no way impact your grade in the course. Your feedback is valued and appreciated.
Qualtrics
MSU users have access to Qualtrics with their MSU netID and password. You can see the basics for building a Qualtrics survey here.
Google Forms
Similarly to Qualtrics, MSU users can log in to Google Drive with their MSU email and passwords. Please make sure you are logged in to Drive in this manner, not with your personal Gmail, prior to building a form for class. For a step by step for setting up an anonymous Google form, visit this webapge.
D2L
Desire2Learn (D2L) is also accessible to MSU instructors as MSU's Learning Management System. Did you know you can build a survey right in D2L? For step-by-step instructions, check out this article.
Regardless of the platform you use to build your mid-semester feedback survey, it is recommended you include a statement similar to the following at the start: Mid-semester feedback is a way your instructor can collect information about your learning experience and how the course design impacts your experience. This survey is your opportunity to share insights about class so your instructor can make decisions on how to proceed with the rest of this semester. This is an anonymous survey. Your identity will not be shared with anyone and will in no way impact your grade in the course. Your feedback is valued and appreciated.
Posted by: Makena Neal
Assessing Learning
Posted on: Spring Conference o...
Points of Feedback: Creating Feedback-Driven Learning Experiences
Title: Points of Feedback: Creating Feedback-Driven Learning ExperiencesPresenters: Casey McArdle (CAL/WRAC); Kate Fedewa (CAL/WRAC); Sarah Gibbons (CAL/WRAC); Jeff Kuure (CAL/WRAC); Kristin Pratt (CAL/WRAC); Mike Ristich (CAL/WRAC); Kate Birdsall (CAL/WRAC)Format: WTMCDate: May 10th, 2023Time: 10:15 am - 11:15 am Room: 3202Description:As academic and professional spaces become more collaborative, feedback–informative and immediate–plays a larger role in how relationships and learning are fostered and supported between student and teacher, and between supervisors and employees. Establishing a solid framework for feedback that is sustainable in-person and online can limit communication issues and support spaces for growth. SUNY-Albany Professor Emeritus Peter Johnston notes: “If students can provide productive feedback, then collectively they will tend to get more feedback. And it will be more immediate feedback, because, rather than waiting for the teacher, their peers can provide it. More feedback improves learning, and immediate feedback is more effective than delayed feedback.” Johnston’s model for feedback allows students to take the initiative and seek out feedback from one another, and perhaps even develop their own parameters for the feedback they would like to receive. Frequent and immediate feedback, then, gives students opportunities to address small and large concerns regarding texts, processes, or systems. Fluidity and frequency of feedback, as well as the foundational principle of feedback as a multi-directional process, rather than only delivered unto students from professors, allows students of all backgrounds to invest in the development not only of their own work, but also the classroom community. This panel will explore how feedback plays a crucial role across all learning experiences. We will provide examples from faculty development, writing courses, leadership courses, project management scenarios, coding courses, and upper level user experience courses. We will also discuss how these examples might be applied in other disciplines.
Authored by: Casey McArdle
Pedagogical Design
Posted on: #iteachmsu
Grading & Giving Feedback
Edit a Question During its Availability
Occasionally, a test question will need to be edited while an exam is in progress.
Quizzes – Manually Grade a Quiz - Instructor
Short answer questions, although auto-graded by D2L, should be double-checked for grading accuracy.
D2L Assessment Analytics
Examining quiz question statistics can help instructors determine if a question is too easy, too challenging, or needs editing for clarification.
The following is a quick guide for D2L Quiz and Grade Item statistics to help you monitor and improve your assessment questions and results.
D2L Quiz Statistics
To see how students performed overall on each of the quizzes, in your own course go to Assessments > Quizzes > Statistics (click on Statistics from the tab view across the top).
This list displays all of your course quiz averages.
Click on a quiz to see more details including User Stats, Question Stats, and Question Details.
Question Stats
The Question Stats list the Standard Deviation, Discrimination Index, and Point Biserial value for each question.
You can click on the link, "What do the statistics on this page mean?" above the table in your course to learn more. The information is also copied below.
What do the statistics on this page mean?
All statistics are calculated based on each user’s first attempt on the quiz. If a question is changed after attempts have been made, only the attempts on the newest version of the question are included in the statistics (ie. First attempts made before a question was changed are not included in the statistics for that question).
STANDARD DEVIATION
The standard deviation indicates how much scores vary from the average, ranging from 0% to 100%. A high standard deviation indicates that scores are spread out from the average, whereas a low standard deviation indicates that scores are close to the average.
DISCRIMINATION INDEX
The discrimination index indicates how well a question differentiates between high and low performers. It can range from -100% to 100%, with high values indicating a “good” question, and low values indicating a “bad” question.
POINT BISERIAL CORRELATION COEFFICIENT
The point biserial correlation coefficient is an analysis only applied to multiple choice and true/false question types that have only one answer with weight 100%, and all others with weight 0%.
Similarly to the discrimination index, the point biserial correlation coefficient relates individuals’ quiz scores to whether or not they got a question correct. It ranges from -1.00 to 1.00, with high values indicating a “good” question, and low values indicating a “bad” question.
*Note that only first attempts are included in that question's statistics.
Question Details
This tab will show you the summary of student responses for each question. If you notice a low or negative value for the Point Biserial or Discrimination Index, you may want to investigate the question. It could indicate a badly worded question or improperly keyed question answer.
For more, view the video tutorial on Generating Reports in D2L Learning Environment opens in new window. Currently, the statistics do not display for random "pool item" question types. Contact the MSU Service Desk to check on obtaining reports through the Data Hub.
Grade Item Statistics
To view grade item stats, in your own course go to, Assessments > Grades > (Grade Item) View Statistics – Use the pull down menu by a grade item title and select Statistics to display Class and User Statistics. If you have a grade scheme setup to display, you will also see the grade distribution chart on the page.
Working with student data
Keep the MSU Institutional Data Policy opens in new window in mind when storing data and making reports public in order to protect the security and confidentiality of student data.
Read more about best practices for handling data at secureit.msu.edu/data opens in new window from MSU IT Services – Academic Technology.
Addressing Issues of Academic Misconduct
What should you do if you discover cheating in your course? Follow the link to find out more.
What is an Academic Dishonesty Report
If you give a penalty grade as a result of academic misconduct, you must submit an Academic Dishonesty Report (ADR) to the university. See the link above as an example.
Occasionally, a test question will need to be edited while an exam is in progress.
Quizzes – Manually Grade a Quiz - Instructor
Short answer questions, although auto-graded by D2L, should be double-checked for grading accuracy.
D2L Assessment Analytics
Examining quiz question statistics can help instructors determine if a question is too easy, too challenging, or needs editing for clarification.
The following is a quick guide for D2L Quiz and Grade Item statistics to help you monitor and improve your assessment questions and results.
D2L Quiz Statistics
To see how students performed overall on each of the quizzes, in your own course go to Assessments > Quizzes > Statistics (click on Statistics from the tab view across the top).
This list displays all of your course quiz averages.
Click on a quiz to see more details including User Stats, Question Stats, and Question Details.
Question Stats
The Question Stats list the Standard Deviation, Discrimination Index, and Point Biserial value for each question.
You can click on the link, "What do the statistics on this page mean?" above the table in your course to learn more. The information is also copied below.
What do the statistics on this page mean?
All statistics are calculated based on each user’s first attempt on the quiz. If a question is changed after attempts have been made, only the attempts on the newest version of the question are included in the statistics (ie. First attempts made before a question was changed are not included in the statistics for that question).
STANDARD DEVIATION
The standard deviation indicates how much scores vary from the average, ranging from 0% to 100%. A high standard deviation indicates that scores are spread out from the average, whereas a low standard deviation indicates that scores are close to the average.
DISCRIMINATION INDEX
The discrimination index indicates how well a question differentiates between high and low performers. It can range from -100% to 100%, with high values indicating a “good” question, and low values indicating a “bad” question.
POINT BISERIAL CORRELATION COEFFICIENT
The point biserial correlation coefficient is an analysis only applied to multiple choice and true/false question types that have only one answer with weight 100%, and all others with weight 0%.
Similarly to the discrimination index, the point biserial correlation coefficient relates individuals’ quiz scores to whether or not they got a question correct. It ranges from -1.00 to 1.00, with high values indicating a “good” question, and low values indicating a “bad” question.
*Note that only first attempts are included in that question's statistics.
Question Details
This tab will show you the summary of student responses for each question. If you notice a low or negative value for the Point Biserial or Discrimination Index, you may want to investigate the question. It could indicate a badly worded question or improperly keyed question answer.
For more, view the video tutorial on Generating Reports in D2L Learning Environment opens in new window. Currently, the statistics do not display for random "pool item" question types. Contact the MSU Service Desk to check on obtaining reports through the Data Hub.
Grade Item Statistics
To view grade item stats, in your own course go to, Assessments > Grades > (Grade Item) View Statistics – Use the pull down menu by a grade item title and select Statistics to display Class and User Statistics. If you have a grade scheme setup to display, you will also see the grade distribution chart on the page.
Working with student data
Keep the MSU Institutional Data Policy opens in new window in mind when storing data and making reports public in order to protect the security and confidentiality of student data.
Read more about best practices for handling data at secureit.msu.edu/data opens in new window from MSU IT Services – Academic Technology.
Addressing Issues of Academic Misconduct
What should you do if you discover cheating in your course? Follow the link to find out more.
What is an Academic Dishonesty Report
If you give a penalty grade as a result of academic misconduct, you must submit an Academic Dishonesty Report (ADR) to the university. See the link above as an example.
Authored by: Casey Henley & Susan Halick
Assessing Learning
Posted on: #iteachmsu
Friday Feedback Workshops: Professional development for providing meaningful feedback to students
During the 2020 Fall Semester, three workshops will be offered about providing feedback to students (full series recordings below). This series of workshops aims to provide educators with an interdisciplinary space and community to consider ways of providing effective and meaningful feedback to students. The professional development provided in these workshops will offer peer-to-peer interaction with information and discussion that considers feedback strategies and tools across disciplines. Participants will have the opportunity to learn about strategies and tools for providing feedback to students, exchange ideas about feedback, and practice and implement ideas about feedback for course design, pedagogy, and practice.
By participating in all three workshops, participants will be able to:
Identify characteristics of meaningful feedback and its importance for student learning
Reflect on ways we already use feedback in our classrooms
Consider opportunities and challenges for feedback in our classrooms
Generate ideas with colleagues on how to implement feedback in the classroom (both small and large classrooms)
Develop and revise ideas for implementing feedback in the classroom, based on workshop discussions and peer feedback
Create short- and long-term goals for implementing ideas into the classroom
Connect with educators across campus to build community and conversation
The Friday Feedback Series took place via zoom:
Foundations of Feedback: Developing meaningful feedback for studentsSynchronously Facilitated: Friday, October 23, 12:00 p.m.-1:30 p.m. ESTView recording here
View workshop slides here
During the first workshop, facilitators talked about research-based strategies for feedback and why providing feedback to students is important for their learning experiences. Participants had time to discuss opportunities and challenges related to student feedback and worked together to brainstorm ideas for implementing feedback strategies in their classrooms. The first workshop of this series provided a foundation for subsequent workshops while providing information about and modeling the use of feedback strategies and tools.
Make a Plan: Identify tools and strategies you’ll use to provide student feedback
Synchronously Facilitated: Friday, November 6, 12:00-1:00 p.m. EST
View recording here
View workshop slides and other resources here
During the second workshop, participants brought back developed ideas for providing feedback in their classrooms. Participants worked together to plan ways in which meaningful feedback can be provided to students in their classrooms. Participants were asked to consider the benefits and constraints of student feedback and developed research-based, manageable plans to use feedback strategies and tools in the classroom. Feedback plans were tailored to the needs of participants and their classrooms.
Practice and Implementation of Feedback Tools and Strategies
Synchronously Facilitated: Friday, November 20, 12 p.m.-1:00 p.m. EST
View recording here
View workshop slides and other resources here
The final session of the Friday Feedback Series was structured so that participants could receive feedback from fellow participants and facilitators to develop and refine their plan for implementing feedback in the classroom. Participants engaged in large-group discussion and one-on-one time to practice and plan for implementation of using feedback strategies and tools in their classrooms. Before we ended the session, we talked about how to stay connected and continue learning about and implementing strategies for student feedback.
For more information, contact Ann Burke at burkean1@msu.edu
By participating in all three workshops, participants will be able to:
Identify characteristics of meaningful feedback and its importance for student learning
Reflect on ways we already use feedback in our classrooms
Consider opportunities and challenges for feedback in our classrooms
Generate ideas with colleagues on how to implement feedback in the classroom (both small and large classrooms)
Develop and revise ideas for implementing feedback in the classroom, based on workshop discussions and peer feedback
Create short- and long-term goals for implementing ideas into the classroom
Connect with educators across campus to build community and conversation
The Friday Feedback Series took place via zoom:
Foundations of Feedback: Developing meaningful feedback for studentsSynchronously Facilitated: Friday, October 23, 12:00 p.m.-1:30 p.m. ESTView recording here
View workshop slides here
During the first workshop, facilitators talked about research-based strategies for feedback and why providing feedback to students is important for their learning experiences. Participants had time to discuss opportunities and challenges related to student feedback and worked together to brainstorm ideas for implementing feedback strategies in their classrooms. The first workshop of this series provided a foundation for subsequent workshops while providing information about and modeling the use of feedback strategies and tools.
Make a Plan: Identify tools and strategies you’ll use to provide student feedback
Synchronously Facilitated: Friday, November 6, 12:00-1:00 p.m. EST
View recording here
View workshop slides and other resources here
During the second workshop, participants brought back developed ideas for providing feedback in their classrooms. Participants worked together to plan ways in which meaningful feedback can be provided to students in their classrooms. Participants were asked to consider the benefits and constraints of student feedback and developed research-based, manageable plans to use feedback strategies and tools in the classroom. Feedback plans were tailored to the needs of participants and their classrooms.
Practice and Implementation of Feedback Tools and Strategies
Synchronously Facilitated: Friday, November 20, 12 p.m.-1:00 p.m. EST
View recording here
View workshop slides and other resources here
The final session of the Friday Feedback Series was structured so that participants could receive feedback from fellow participants and facilitators to develop and refine their plan for implementing feedback in the classroom. Participants engaged in large-group discussion and one-on-one time to practice and plan for implementation of using feedback strategies and tools in their classrooms. Before we ended the session, we talked about how to stay connected and continue learning about and implementing strategies for student feedback.
For more information, contact Ann Burke at burkean1@msu.edu
Authored by: Ann Burke, PhD
Assessing Learning
Posted on: #iteachmsu
Mid-semester Feedback General Process
Are you interested in engaging in reflective practice around your instruction with mid-semester feedback?
Read through the "process" section of the mid-semester feedback playlist
Use the CTLI Mid-Semester Feedback Form to customize your feedback survey. Remember, you know your course, objectives, activites, and style best. Add/remove questions that make the most sense for your course!
note: you must be logged into Google Drive with your MSU credentials to access the form and form instructions
Distribute your anomyous survey to the learners in your course, providing ample time for them to complete
note: double check the Google Form Instructions to ensure you're maintaining anonymity
After survey is closed, review your data. You can use the "interpret" section of the mid-semester feedback playlist if you need help.
Make a plan of action based on the feedback you recieved, share the plan with your class, and get started! (The "action plan" section of the mid-semester feedback playlist can help if you need ideas.)
Additional help can be provided by the CTLI Student Feedback team, should you need a thought partner as you navigate collecting, interpreting, and adapting! CTLI offers more instruments for formative feedback and checking in with learners. Learn more about the entire student-facing survey "library"
Read through the "process" section of the mid-semester feedback playlist
Use the CTLI Mid-Semester Feedback Form to customize your feedback survey. Remember, you know your course, objectives, activites, and style best. Add/remove questions that make the most sense for your course!
note: you must be logged into Google Drive with your MSU credentials to access the form and form instructions
Distribute your anomyous survey to the learners in your course, providing ample time for them to complete
note: double check the Google Form Instructions to ensure you're maintaining anonymity
After survey is closed, review your data. You can use the "interpret" section of the mid-semester feedback playlist if you need help.
Make a plan of action based on the feedback you recieved, share the plan with your class, and get started! (The "action plan" section of the mid-semester feedback playlist can help if you need ideas.)
Additional help can be provided by the CTLI Student Feedback team, should you need a thought partner as you navigate collecting, interpreting, and adapting! CTLI offers more instruments for formative feedback and checking in with learners. Learn more about the entire student-facing survey "library"
Authored by: Makena Neal
Assessing Learning
Posted on: Teaching Toolkit Ta...
Using technology to give feedback to students
Photo by Glenn Carstens-Peters on Unsplash
Research suggests that providing corrective feedback for students is highly effective (0.8 effect size).* Here are suggested strategies for using feedback using MSU’s FREE software. A more detailed document explaining how to implement these strategies can be found here: https://tinyurl.com/y8tudxed
D2L: Leave audio feedback on Assignment files
This tool allows an instructor to leave spoken comments on items that have been submitted to the D2L Assignments tool. This can add a personalized feel to feedback.
Zoom: Offer virtual office hours
You can offer virtual office hours that can have up to 49 participants face-to-face online. Correct common misunderstandings of students from afar.
MediaSpace: Create a video summary of the 5 biggest mistakes in an assignment
On low-stakes assignments, looking over submissions of students and offering an overall summary of the most common mistakes can cut down on the time required to give feedback. Capturing this on MediaSpace allows you to offer it as a resource for the next course’s preparation for the assignment.
Microsoft 365: Require students to respond to inline comments
Sometimes students do not look or respond to feedback. To improve growth from feedback, you might require that students respond to inline document comments before getting credit on an assignment.
Google Docs: Set up peer review of an assignment before the final assignment is due
Giving students a rubric or guide for what they are looking for in an assignment and allowing them to apply it to another student’s submission can provide feedback for both students. Google Docs allows for easy sharing and commenting on documents, presentations, and spreadsheets.
All of these techniques can help to move a course from being very lecture-centered and passive for students to being more active and student-centered.
Reference:
*Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Research suggests that providing corrective feedback for students is highly effective (0.8 effect size).* Here are suggested strategies for using feedback using MSU’s FREE software. A more detailed document explaining how to implement these strategies can be found here: https://tinyurl.com/y8tudxed
D2L: Leave audio feedback on Assignment files
This tool allows an instructor to leave spoken comments on items that have been submitted to the D2L Assignments tool. This can add a personalized feel to feedback.
Zoom: Offer virtual office hours
You can offer virtual office hours that can have up to 49 participants face-to-face online. Correct common misunderstandings of students from afar.
MediaSpace: Create a video summary of the 5 biggest mistakes in an assignment
On low-stakes assignments, looking over submissions of students and offering an overall summary of the most common mistakes can cut down on the time required to give feedback. Capturing this on MediaSpace allows you to offer it as a resource for the next course’s preparation for the assignment.
Microsoft 365: Require students to respond to inline comments
Sometimes students do not look or respond to feedback. To improve growth from feedback, you might require that students respond to inline document comments before getting credit on an assignment.
Google Docs: Set up peer review of an assignment before the final assignment is due
Giving students a rubric or guide for what they are looking for in an assignment and allowing them to apply it to another student’s submission can provide feedback for both students. Google Docs allows for easy sharing and commenting on documents, presentations, and spreadsheets.
All of these techniques can help to move a course from being very lecture-centered and passive for students to being more active and student-centered.
Reference:
*Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Authored by: Stephen Thomas
Posted on: #iteachmsu
MSU's new Center for Teaching and Learning Innovation is surveying faculty educators about your needs and expectations for the new teaching center. Any faculty member or educator in another campus role can complete this brief survey by May 6th. https://msu.co1.qualtrics.com/jfe/form/SV_cSYf5dmcxVzLlFc
Posted by: Ellie Louson
Pedagogical Design
Posted on: #iteachmsu
Help requested! Please add your inclusive and equitable teaching and learning practices here. We need to support our educators and learners better. https://michiganstate.sharepoint.com/:w:/r/sites/KeepTeachingPlan-SOIREE/_layouts/15/Doc.aspx?sourcedoc=%7B6872c4cd-20de-43bb-ba4c-7e9a30296d4f%7D&action=edit&wdPid=458007d&cid=f718bf83-c23a-43dd-a93c-134246170251
Posted by: Summer Issawi
Pedagogical Design
Posted on: From Graduate Assis...
Your feedback on this workshop is anonymous and appreciated!
https://forms.gle/3aDeAeMLqZkQg5Wm7
https://forms.gle/3aDeAeMLqZkQg5Wm7
Posted by: Garth J Sabo
Pedagogical Design
Posted on: #iteachmsu
Tips for Students: Giving useful feedback
Instructors can include a link to this post or download this resource to include with their mid-semester survey introduction correspondence to students.
Instructors can include a link to this post or download this resource to include with their mid-semester survey introduction correspondence to students.
Posted by: Makena Neal
Assessing Learning
Posted on: #iteachmsu
As we approach February 13th, advising leadership has shared that students have the option to request a grief absence, allowing them to take necessary time away during the week of February 13th. Please guide students to reach out to their academic advisors for further details. The advising unit leads will then coordinate with the student and their instructors, providing further information regarding the approved grief absence request. Additional details regarding MSU's grief absence policy can be found here: https://reg.msu.edu/roinfo/notices/griefabsence.aspx
Posted by: Katie Peterson
Navigating Context
Posted on: MSU Academic Advising
Reminder - the deadline for students to submit CR-NC grade change requests is December 8th. Please see attached graphic for processing timeline for these requests. Further details are provided on this website: https://advising.msu.edu/about/credit-no-credit
Posted by: Katie Peterson
Navigating Context
Posted on: #iteachmsu
Have you heard about MSU’s Office of Institutional Diversity and Inclusion?
"The knowledge and skills necessary to navigate an increasingly diverse campus and interconnected world are substantial. The Office for Institutional Diversity and Inclusion and its partners equip faculty, staff members and students with a variety of tools and resources necessary to be welcoming and inclusive of our diverse campus community through workshops, seminars, and trainings."
Submit education requests for IDI services, including educator consultations, on this Google form (https://forms.gle/acniZ9ThopU4cUhdA) or email (inclusion@msu.edu). If you have questions about education programs offered by the Office for Institutional Diversity and Inclusion or need to request a time-sensitive response please contact Dr. Patti Stewart at ps@msu.edu.
"The knowledge and skills necessary to navigate an increasingly diverse campus and interconnected world are substantial. The Office for Institutional Diversity and Inclusion and its partners equip faculty, staff members and students with a variety of tools and resources necessary to be welcoming and inclusive of our diverse campus community through workshops, seminars, and trainings."
Submit education requests for IDI services, including educator consultations, on this Google form (https://forms.gle/acniZ9ThopU4cUhdA) or email (inclusion@msu.edu). If you have questions about education programs offered by the Office for Institutional Diversity and Inclusion or need to request a time-sensitive response please contact Dr. Patti Stewart at ps@msu.edu.
Posted by: Makena Neal
Navigating Context
Posted on: #iteachmsu
Career Education Lesson Plans: Seeking career-related content to help students connect their classroom knowledge to career pathways? The Career Services Network has developed several detailed lesson plans and course modules for faculty use for virtual and in-person classes. Each lesson plan hosted on D2L includes learning outcomes, resource materials, learning assessments, and supplemental course activities. To request access to these course materials, please email Kristi Coleman, Director of Network Partnerships and Career Education at colem239@msu.edu.
Posted by: Jeffrey T Beavers
Disciplinary Content
Host: MSU Libraries
Intro to VR @ DSL: Drop-in Session
Curious About Virtual Reality?
Whether you're completely new to VR or already exploring it for research, storytelling, gaming, art, or education our Drop-in VR sessions are for you! Stop by the Digital Scholarship Lab to try out one of our HTC Vive XR Elite headsets, get hands-on experience and learn about our VR Headset Loan Program.
Intro to VR @ DSL is here to help you explore the possibilities of Virtual Reality, whether you're looking to:
- Experience immersive gameplay: for fun, fitness, storytelling, or team-building
- Create in 3D: With sculpting, painting, designing and more
- Explore the world: travel virtually to natural landscapes, historical sites, landmarks and more
- Try a simulated experience: from floating in space to riding a roller coaster, even performing surgery
No experience is needed, just bring your curiosity and dive in!
Drop-In VR Sessions
Sept 10th, Sept 24th, Oct 29th, & Nov 19th
From 4:00 PM – 7:00 PM
For parking information visit http://maps.msu.edu/interactive.
If you have questions about accessibility or need to request accommodations, please email lib.dl.accessibility@msu.edu.
Navigating Context
Host: MSU Libraries
Intro to VR @DSL: Drop-in Session
Curious About Virtual Reality?
Whether you're completely new to VR or already exploring it for research, storytelling, gaming, art, or education our Drop-in VR sessions are for you! Stop by the Digital Scholarship Lab to try out one of our HTC Vive XR Elite headsets, get hands-on experience and learn about our VR Headset Loan Program.
Intro to VR @ DSL is here to help you explore the possibilities of Virtual Reality, whether you're looking to:
- Experience immersive gameplay: for fun, fitness, storytelling, or team-building
- Create in 3D: With sculpting, painting, designing and more
- Explore the world: travel virtually to natural landscapes, historical sites, landmarks and more
- Try a simulated experience: from floating in space to riding a roller coaster, even performing surgery
No experience is needed, just bring your curiosity and dive in!
Drop-In VR Sessions
Sept 10th, Sept 24th, Oct 29th, & Nov 19th
From 4:00 PM – 7:00 PM
For parking information visit http://maps.msu.edu/interactive.
If you have questions about accessibility or need to request accommodations, please email lib.dl.accessibility@msu.edu.
Navigating Context