I had a heartwarming moment this past week where a student provided some positive feedback about my teaching. I “teach” an online course through the college and have been one of the instructors for the past year. I find online courses a difficult medium to engage with students because you never get face to face interaction with them, so you need to find other ways to reach out and build a rapport.
One of the methods I choose, and use when I teach in-class as well, is to take time to provide comments and feedback on assignments. I think of assignments as ways for me to provide real, concrete feedback on student performance (rather than just a grade). In addition to the marking rubric, I will give three kinds of feedback:
- comments on how well a student engaged with material according to a certain criteria;
- areas where the student did not measure up to the criteria and why;
- (most importantly) guidance on how the student could improve in the future.
That last bullet point is important to me because when I reflect back on my own learning in school, I realize that grades are often a poor way of gauging how well you understand the material. Instead, the numeric grade stands as a proxy for how many “answers” you got right. For the purposes of education, I’m concerned of the other side of the grade – the marks that you didn’t get; why you didn’t get 100%. If I, as an instructor, can fill in the details of what the student missed, I can guide them towards improving in the future.
It takes me a while to grade assignments because I spend the extra time giving constructive feedback to the students. If I simply told them what they got wrong, the student won’t have a sense of what steps they could take to do better next time. I don’t want the students to use trial and error to figure out how to improve skills. Instead, I will give them explicit feedback on what I want them to do differently in the future.
Perhaps you are thinking that I’m coddling the students too much. Maybe you are right, but I assume the students are here to learn, that I’m positioned as the expert, and that teaching is more about molding and guiding students, not expecting them to stumble across the correct answers. I want the students to be mindful of what I expect of them (and it forces me to reflect on what I want to see in the student’s progress, which is significantly harder than a capricious grade you slap on after reading through a paper).
If done right, you should see a general improvement in the quality of the assignments you receive over the semester. Students who are looking to improve will pay attention to your feedback and will get better over time.
I’ll close off with an excerpt from the student who emailed me:
I struggle with philosophy but I wanted to try out this elective. Your feedback has really helped me to know where I have gone wrong and what to work on for the future assignments. I have never got so much feedback from teacher, so thank you.