{"id":2008,"date":"2013-11-21T15:52:58","date_gmt":"2013-11-21T22:52:58","guid":{"rendered":"https:\/\/blogs.ubc.ca\/chendricks\/?p=2008"},"modified":"2014-07-02T15:22:40","modified_gmt":"2014-07-02T22:22:40","slug":"feedback-self-regulation","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/chendricks\/2013\/11\/21\/feedback-self-regulation\/","title":{"rendered":"Providing feedback to students for self-regulation"},"content":{"rendered":"<p><span style=\"color: #000000;\">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.<\/span><\/p>\n<p><span style=\"color: #000000;\">Here are the slides for the workshop (note, we did more than this&#8230;this is just all I have slides for):<\/span><\/p>\n<p><iframe loading=\"lazy\" style=\"border: 1px solid #CCC; border-width: 1px 1px 0; margin-bottom: 5px;\" src=\"http:\/\/www.slideshare.net\/slideshow\/embed_code\/28506190\" height=\"356\" width=\"427\" allowfullscreen=\"\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\"><\/iframe><\/p>\n<div style=\"margin-bottom: 5px;\"><strong> <a title=\"Feedback for self-regulation\" href=\"https:\/\/www.slideshare.net\/clhendricksbc\/feedback-gradworkshop-nov2013\" target=\"_blank\">Feedback for self-regulation<\/a> <\/strong> from <strong><a href=\"http:\/\/www.slideshare.net\/clhendricksbc\" target=\"_blank\">clhendricksbc<\/a><\/strong><\/div>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\"><strong>Here is the works cited for the slides:<\/strong><\/span><\/p>\n<p><span style=\"color: #000000;\">Carless, D. (2006). Differing perceptions in the feedback process. <i>Studies in Higher Education<\/i>, 31(2), 219-233.<\/span><\/p>\n<p><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">Chanock, K. (2000). Comments on essays: Do students understand what tutors write? <i>Teaching in Higher Education<\/i>, 5(1), 95-105.<\/span><\/p>\n<p><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">Lizzio, A. and Wilson, K. (2008). Feedback on assessment: Students\u2019 perceptions of quality and effectiveness. <i>Assessment and Evaluation in Higher Education<\/i>, 33(3), 263-275.<\/span><\/p>\n<p><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">Lunsford, R.F. (1997). When less is more: Principles for responding in the disciplines. <i>New Directions For Teaching and Learning<\/i>, 69, 91-104.<\/span><\/p>\n<p><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">Nicol, D.J. and Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. <i>Studies in Higher Education,<\/i> 31(2), 199-218.<\/span><\/p>\n<p><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">Sadler, D.R. (1989). Formative assessment and the design of instructional systems. <i>Instructional Science<\/i>, 18, 119-144.<\/span><\/p>\n<p><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">Walker, M. (2009). An investigation into written comments on assignments: do students find them usable? <i>Assessment and Evaluation in Higher Education<\/i>, 34(1), 67-78.<\/span><\/p>\n<p><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">Weaver, M.R. (2006). Do students value feedback? Student perceptions of tutors\u2019 written responses. <i>Assessment and Evaluation in Higher Education, <\/i>31(3), 379-394.<\/span><strong> <\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>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&#8230;this is just all [&hellip;]<\/p>\n","protected":false},"author":665,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[460447,904724,460443],"tags":[],"class_list":["post-2008","post","type-post","status-publish","format-standard","hentry","category-feedback-on-assignments","category-my-presentations","category-scholarship-of-teaching-and-learning"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/chendricks\/wp-json\/wp\/v2\/posts\/2008","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/chendricks\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/chendricks\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/chendricks\/wp-json\/wp\/v2\/users\/665"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/chendricks\/wp-json\/wp\/v2\/comments?post=2008"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/chendricks\/wp-json\/wp\/v2\/posts\/2008\/revisions"}],"predecessor-version":[{"id":2009,"href":"https:\/\/blogs.ubc.ca\/chendricks\/wp-json\/wp\/v2\/posts\/2008\/revisions\/2009"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/chendricks\/wp-json\/wp\/v2\/media?parent=2008"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/chendricks\/wp-json\/wp\/v2\/categories?post=2008"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/chendricks\/wp-json\/wp\/v2\/tags?post=2008"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}