Providing detailed feedback in large classes is challenging. We describe how we develop an archive of comments while marking – noting good points, what needs improvement, and how to correct shortcomings. Comments are recorded in a single document with codes. Relevant codes are marked on students' work where issues arise. Each student's annotated assignment is returned with a copy of the comments for the class. Thus, they receive specific feedback on their own work, plus all comments given to the class. Instructors save on marking time because comments are written once on the master list, and only codes and a personalized summary statement are written on the assignment. Markers may collaborate in preparing comments to assist in moderation; some generic comments (e.g., presentation and grammar) are portable across different assignments and years; and comments from past years may form a rubric for sharing with students before they start an assignment.
Research Article| October 01 2016
A Technique for Expediting Comprehensive Written Feedback on Assignments
Michael C. Calver;
James R. Tweedley
James R. Tweedley
1JAMES R. TWEEDLEY (email@example.com) is an Adjunct Lecturer in the Environment and Conservation Cluster, School of Veterinary and Life Sciences, Murdoch University, Murdoch, Western Australia, Australia 6150.
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The American Biology Teacher (2016) 78 (8): 684–686.
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Michael C. Calver, James R. Tweedley; A Technique for Expediting Comprehensive Written Feedback on Assignments. The American Biology Teacher 1 October 2016; 78 (8): 684–686. doi: https://doi.org/10.1525/abt.2016.78.8.684
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