Providing timely, worthwhile feedback to students regarding their learning

I try to provide feedback to my students as soon as possible after an assignment has been handed in or as soon as a test has been written. When marking tests, I try to show the students where they have gone wrong. Where they have answered very well, I acknowledge it by writing positive remarks. Click here to explore my supervison portfolio and supervision reflection.

In assignments, I try to indicate language, spelling and punctuation mistakes. I also try to provide feedback that enables the students to think about what they have written and why something does not seem to be appropriate. I also suggest areas for improvement and how my students could go about improving. This becomes handy when students have to re-do an assignment if they did not achieve a pass mark. Hence, these comments could assist them to achieve at least a pass mark for the assignment. The rationale behind my comments is that the students are able to appreciate that I do engage at a deep level with their work and that I am committed to help them to at least achieve a pass. But it is not just about passing; it is also about helping them to not make similar mistakes in the future.

Below are two examples of feedback to my MEd students (Both graduated Cum Laude in 2013 and 2014 respectively):

Providing timely, worthwhile feedback to students regarding their learning