On Nov. 21, 2013, I did a workshop with graduate students in Philosophy at UBC on providing effective feedback on essays. I tried to ground as much as I could on work in the Scholarship of Teaching and Learning.
Here are the slides for the workshop (note, we did more than this…this is just all I have slides for):
Here is the works cited for the slides:
Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233.
Chanock, K. (2000). Comments on essays: Do students understand what tutors write? Teaching in Higher Education, 5(1), 95-105.
Lizzio, A. and Wilson, K. (2008). Feedback on assessment: Students’ perceptions of quality and effectiveness. Assessment and Evaluation in Higher Education, 33(3), 263-275.
Lunsford, R.F. (1997). When less is more: Principles for responding in the disciplines. New Directions For Teaching and Learning, 69, 91-104.
Nicol, D.J. and Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144.
Walker, M. (2009). An investigation into written comments on assignments: do students find them usable? Assessment and Evaluation in Higher Education, 34(1), 67-78.
Weaver, M.R. (2006). Do students value feedback? Student perceptions of tutors’ written responses. Assessment and Evaluation in Higher Education, 31(3), 379-394.