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Distance Education

Feedback/Self-Check

Contact Distance Education  

Distance Education

Address:
Wayne Hall
6th Floor
125 W. Rosedale Ave.
West Chester, PA 19383


Phone: 610-436-2948
Fax: 610-436-2189
Email: DistanceEd@wcupa.edu


Distance Education Support
Phone: 610-436-3373
Email: DistanceEd@wcupa.edu

Feedback/Self-Check

 

Description:

Providing quality feedback and teaching self-checking skills allows students to develop as independent learners in order to be successful in their higher education programs and in their professional lives post-graduation. The ability to make judgements about whether a performance or product meets a given criteria is vital for effective professional action in any field. Various tools for feedback and surveys can solicit both instructor and student input online or in the classroom and focus on generating responses about course content, learning objectives or various projects. Similarly, technology can involve students in the feedback process encouraging both reflection and dialogue around the reviewed work. In addition, through self-checking prompted by instant feedback, students can correct mistakes and learn from them as they continue working through the content. 

Instructional Uses:

  • Discussion Groups 
  • Classroom activities such as Think-Pair-Share, Jigsaw, Fishbowl debate 
  • Peer Review 
  • In- class polling activities 
  • Surveys 
  • Simulations 

WCU Supported Tools:

Additional Tools:

Tips for using Feedback/Self Check:

  • Align your assessments with your course goals focusing on the important skills for students to master and encourage teacher/student dialog around those priorities.  
  • Use the LMS to provide documentation such as rubrics to illustrate assessment criteria and/or benchmarks for different levels of achievement. When possible, include exemplars of good work for students to use as a standard against their own work. 
  • Offer feedback/self-checking opportunities frequently. This cumulative information allows both instructors and students to generate understanding of the level of mastery of a skill or course objective and make adjustments to teaching and study. 

References:

Nichol, D., & Milligan, C. (2006). Rethinking technology-supported assessment practices in relation to the seven principles of good feedback practice. Innovative Assessment in Higher Education, 1-14. doi:https://www.reap.ac.uk/reap/public/Papers/Nicol_Milligan_150905.pdf 


Caldwell, J. E. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE—Life Sciences Education,6(Spring), 1-12. doi: https://www.lifescied.org/doi/pdf/10.1187/cbe.06-12-0205 


Siu, K. W. (2012). Formative student feedback: Enhancing the quality of learning and teaching. Enhancing Learning and Teaching Through Student Feedback in Engineering,43-59. doi:10.1016/b978-1-84334-645-6.50003-3 


Thomas, Glyn; Martin, Dona; and Pleasants, Kathleen, Using self- and peer-assessment to enhance students’ future-learning in higher education., Journal of University Teaching & Learning Practice, 8(1), 2011. Available at:http://ro.uow.edu.au/jutlp/vol8/iss1/5 

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