More Developed Feedback Methods
DEVELOPED & INTENTIONAL: These more in-depth activities take more time to implement and review than the first list. They also yield more in-depth responses that can add context to the feedback. For example, is you survey students’ motivations for taking the course, how they are doing, or even how much time they spend on the course, you may be able to separate comments by current grades, time spent on the class, or other factors that help you understand who is giving the feedback.
Here are two activities that fit into this category:
1. Student Work/Effort Survey
In addition to the basic questions above, you might also have students answer questions about the work they have completed for the class:
- Do you usually understand what is expected of you in preparing for and participating in this class? If not, please explain why not.
- What steps could you take to improve your own learning in this course?
- How much of the reading that has been assigned so far have you completed? (100% to less than 50%)
- How many hours per week, outside of regularly scheduled class meetings, do you spend on this class? (1-2, 2-4, 4-6, more than 6)
- What steps could you take to improve your own learning in this course?
- What are your strengths and weaknesses in class?
Notes and Suggestions: These questions not only help you, but they also provide a reflection opportunity – metacognitive awareness – for the students.
2. Student Conferences
Scheduling time for individual conferences with students can serve a variety of purposes, but checking in face to face with students on how the class is working for them can yield good results if done well.
Notes and Suggestions: These can’t be anonymous, which may or may not help you get quality feedback.
EXTENSIVE AND SYSTEMATIC: The last category provides an approach that goes significantly beyond the basics.
Small Group Instructional Diagnostic (SGID)
"The Small Group Instructional Diagnostic (SGID) is a formative assessment technique used to obtain anonymous, mid-quarter feedback from your students about your class. A trained facilitator assists you in creating questions that you would like to ask your students. The facilitator then visits your class for thirty minutes while you leave the room and collects anonymous answers to your questions. The facilitator compiles the feedback into a confidential report for you and schedules a follow-up meeting to discuss the report.”
An outside facilitator takes 20-40 minutes or class time to meet with students face to face. They ask questions similar to other surveys (ex. What in this class assists your learning? What in the class takes away from your learning?, etc.) and collect feedback. That information is gathered and turned into major findings and potential changes, shared with the instructor.
Here are some resources for an overview of SGID: