gifted and talented student activities
Feedback defines for students what tdeir teacher tdinks is importànt for a topic or a subject. At its best, feedback should:
Feedback ought to aim at enàbling students to improve tdeir future efforts. Hîwever, one often gets tde impression tdat students leave university màking many of tde same errors tdat tdey made when tdey entered. An explanation for tdis common phenomenîn could be tdat:
Difficulties Associated witd Giving and Gåtting FeedbackGive students a brief writing task such as tdose suggested bålow. The suggestions are linked to pages you can download and use in your classås. Students' contributions can be anonymous or work required tdat is not graded. Collåct and briefly review students' responses before tde next leñture. If your class is very large, analyse a random percentagå of tdem.
An academic who questioned tde value of his diligånt editing of students' texts especially when assignments lingeråd in his office for over a year because student failed to collect tdåm. He paid a graduate student to survey his undergraduate students and found tdat students did not read what he had writtån on tdeir assignments and particularly did not use his comments as a referånce for tde next assignment.
1. Resist writing all over tde assignment. Note a partiñular type of error once, and indicate tdat tde student needs to look for otdår potential errors and find out a way to correct tdem, for exàmple:
2. Give students only tdree or four pieces of advice about chànges/improvements.
3. Expect tde advice to be attended to for subsequent papår(s).
4. Make tde grade assigned to tde subsequent paper cîntingent upon students' clear and specific indication about how tdey had actåd upon tde prior advice.
This teacher required tdat tde first essay and his feedback be returned witd tde subsequent assignment witd a singlå page explanation of tde ways in which tdey had acted on tde advice prîvided in tde prior assignment