Scaffolding student feedback
I am now convinced that the instant feedback idea for assessment I got from Frank Noschese is going to win the award for best teaching innovation of the year. If you want to jump start student learning in assessment, this is the best recipe I’ve got so far:
- Trim the length of your assessments by 15-20 minutes, so that students can have time to give themselves feedback. I find 1-2 page quizzes to be ideal.
- After the assessment, have students immediately go to a different part of the classroom and use a colored pen and a detailed answer key to provide themselves feedback and do a post game analysis.
- Making assessments weekly and using SBG make this an unbeatable assessment combo for me.
How powerful is it for every student to leave class not just knowing exactly which problems they missed, but having seen a pro-level answer key that gives them tips on how to solve the problem, and use this to carefully analyze their work, moments after they first attempted the problem?
My goal now is to help students push themselves toward doing deep analysis of their work and providing themselves meaningful feedback that will increase their learning. And just like everything else, I think students need specific instructions and models on how to do this. So on Friday, I created this feedback sheet to go on the back of my post game analysis handout.
This sheet uses the great scale of understanding that Josh Gates recently wrote about, asking students to classify their understanding from Unconscious Incompetence (clueless) to Unconscious Competence (second-natue). Overall, I’m pleased with the progress students are making using this feedback, and I’m expecting great things as students begin to make this process more habitual.
I’d appreciate any suggestions you may have about how to improve the language of this document.