Question on the feedback suggestions - if you provide the “why” the solution is incorrect and direction in how to fix it, does that negate some of the learning if the student is directed to revise and resubmit?
I agree! The problem is the *time* it takes to explain the “why” and the “what to do in the future” when one is teaching 4/5/6 classes with multiple course preps and lots of grading (I teach English). Let’s throw in another factor re equitable grading too: fatigue and also irritability from correcting mistakes. I know I’m usually more gracious/thoughtful toward some papers than others depending on where they are in the stack (and when in my fatigue cycle).
Thank you for your insights, Sarah. I have found it helpful to do these things, too. Lately, I've been using generative AI to help me even more. My favorite strategy is to begin a chat in ChatGPT regarding the particular issue and the feedback that is needed. Essentially, I start the conversation for the student then share the chat link with the student. The student can continue the conversation to get further insights and support in addressing the issue. I also build custom bots using several different tools, but that can get to be too much. These "feedback chats" are much easier and do not have to be individual (although they can be).
The figure referred to in the text (example marked-up proof with feedback) doesn’t seem to be present?
It's there now.
Question on the feedback suggestions - if you provide the “why” the solution is incorrect and direction in how to fix it, does that negate some of the learning if the student is directed to revise and resubmit?
I agree! The problem is the *time* it takes to explain the “why” and the “what to do in the future” when one is teaching 4/5/6 classes with multiple course preps and lots of grading (I teach English). Let’s throw in another factor re equitable grading too: fatigue and also irritability from correcting mistakes. I know I’m usually more gracious/thoughtful toward some papers than others depending on where they are in the stack (and when in my fatigue cycle).
That's a good point about fatigue both physical and emotional.
I wonder if the “why” and “what to do in the future” could be shared as feedback to the whole class rather than individualized feedback.
*aloud and/or in writing during or after students review feedback
Thank you for your insights, Sarah. I have found it helpful to do these things, too. Lately, I've been using generative AI to help me even more. My favorite strategy is to begin a chat in ChatGPT regarding the particular issue and the feedback that is needed. Essentially, I start the conversation for the student then share the chat link with the student. The student can continue the conversation to get further insights and support in addressing the issue. I also build custom bots using several different tools, but that can get to be too much. These "feedback chats" are much easier and do not have to be individual (although they can be).