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Feedback. By Bart Quimby 2011 UAA Eportfolio Summer Institute. They Want It. Most students (learners) WANT you (the expert) to help them understand/perform better. They want to know what they did wrong They want to know what they did right They want advise on how to improve.

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Presentation Transcript
Feedback

Feedback

By

Bart Quimby

2011 UAA Eportfolio Summer Institute


They want it
They Want It

  • Most students (learners) WANT you (the expert) to help them understand/perform better.

  • They want to know what they did wrong

  • They want to know what they did right

  • They want advise on how to improve


What are the consequences of
What are the Consequences of

  • No Feedback?

  • Ineffective Feedback?

  • Poorly Formed feedback?


The abet model
The ABET Model

  • State the published criteria

  • State your observations

  • Tell them why what you observed is a problem or strength and the impact on attaining the criteria.

Criterion 1 requires that the program must “monitor student’s progress to foster their success regarding curricular and career matters”. Evidence was found in the provided transcripts and on-site interviews that the current process for enforcing prerequisites is not adequate to fully insure that students take courses in the prescribed order. Increased monitoring of student progress is needed to ensure the prerequisite requirements are met so that students are best prepared to understand the material taught. While a new registration system is currently being implemented, it has not yet been implemented to the point of demonstrating an increase level of enforcement of course prerequisites.


Outcomes rubrics
Outcomes & Rubrics

  • Outcomes are criteria

  • You may have other criteria

    • it should be accessible to students (in the syllabus?)

  • Rubrics define the levels to which a criteria is met

    • Rubrics should be available


Consistency is important
Consistency is Important

  • Learners are confuse by inconsistent feedback

    • Over time

    • To other learners

  • Rubrics can help add consistency

    • Provides a framework (anchor) to discussing performance

    • Developing rubrics as a faculty group norms faculty expectations


Presentation is important
Presentation is Important

  • Respect

  • How you view your role

  • Accuracy


Your attitude is important
Your Attitude is Important

  • How do you view your relationship to the learner?

  • Is it possible to learn from them?


  • VERY FEW PEOPLE ARE EITHER SO DUMB OR SO DISHONEST THAT YOU COULD NOT LEARN ANYTHING FROM THEM.

  • Karl Terzaghi


  • WHEN YOU COMMIT ONE OF YOUR IDEAS TO PRINT, EMPHASIZE EVERY CONTROOVERSIAL ASPECT OF YOUR THESIS WHICH YOU CAN PERCEIVE. THUS YOU WIN THE RESPECT OF YOUR READERS AND ARE KEPT AWARE OF THE POSSIBILITIES FOR FURTHER IMPROVEMENT. A DEPARTURE FROM THIS RULE IS THE SAFEST WAY TO WRECK YOUR REPUTATION AND TO PARALYZE YOUR MENTAL ACTIVITIES.

  • Karl Terzaghi


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