Feedback Pedagogy

Feedback Pedagogy

Transform feedback from judgment to learning opportunity.

Feedback Philosophy

Feedback vs Evaluation

Effective Feedback Is...

• Specific: Points to exact moments, not vague impressions
• Actionable: Gives clear next steps
• Timely: Close enough to remember context
• Balanced: Acknowledges strengths and growth areas
• Goal-referenced: Tied to learning objectives

---

Written Feedback Framework

The Feedback Sandwich (Use Sparingly)

Strength → Growth Area → Encouragement

Better: Targeted feedback that addresses what matters most.

The 3-2-1 Model

3 things done well (specific examples)
2 areas for development (with suggestions)
1 question to consider (promotes reflection)

Feedback Comment Types

Prioritization

Don't mark everything. Focus on:

1. Higher-order concerns first

   • Thesis/​argument
   • Organization/​structure
   • Evidence/​support
   • Analysis/​development

2. Then lower-order concerns

   • Sentence clarity
   • Word choice
   • Grammar/​mechanics
   • Formatting

Comment Placement

---

Rubric Design

Rubric Types

Analytic Rubric Template

## [Assignment Name] Rubric

| Criterion | Excellent (4) | Good (3) | Developing (2) | Beginning (1) |
|-----------|---------------|----------|----------------|---------------|
| Thesis | Clear, arguable, specific thesis that addresses prompt | Thesis present and mostly clear | Thesis unclear or too broad | No identifiable thesis |
| Evidence | Multiple relevant, well-integrated sources | Adequate evidence with some integration issues | Limited or poorly integrated evidence | Little to no evidence |
| Analysis | Sophisticated analysis connecting evidence to argument | Analysis present but could be deeper | Summary more than analysis | Minimal analysis |
| Organization | Clear structure with effective transitions | Mostly organized with some rough transitions | Disorganized or hard to follow | No discernible structure |
| Mechanics | Nearly error-free | Few errors that don't impede meaning | Errors sometimes impede meaning | Errors significantly impede meaning |

**Total: ___/​20**

Single-Point Rubric Template

## [Assignment Name] Single-Point Rubric

| Areas for Growth | Criterion (Proficient) | Areas of Strength |
|------------------|------------------------|-------------------|
| [Space for feedback] | Clear thesis that takes a position | [Space for feedback] |
| [Space for feedback] | Evidence supports all major claims | [Space for feedback] |
| [Space for feedback] | Analysis explains how evidence proves thesis | [Space for feedback] |
| [Space for feedback] | Logical organization with transitions | [Space for feedback] |
| [Space for feedback] | Appropriate academic style | [Space for feedback] |

Rubric Design Principles

• Align criteria with learning objectives
• Use observable, measurable language
• Avoid vague terms ("good," "adequate")
• Include descriptors at each level
• Share rubric with students BEFORE assignment

---

Peer Review Facilitation

Preparing Students

1. Model feedback using examples
2. Practice on anonymous samples
3. Provide structured protocols
4. Establish community norms

Peer Review Protocol

## Peer Review Guide

**Reader**: [Name]
**Writer**: [Name]

### First Read (Big Picture)
Read the whole piece without stopping. Note your overall impression.

- What is the main argument?
- What worked well?
- What confused you?

### Second Read (Detailed)
Answer these questions with specific examples:

1. **Thesis**: Can you identify the thesis? Is it arguable?
2. **Structure**: Does the organization make sense? Where did you get lost?
3. **Evidence**: Which evidence is most convincing? Where do you need more?
4. **Analysis**: Where could the writer dig deeper?

### Feedback Summary
- One thing that's working well:
- One thing to prioritize in revision:
- One question for the writer:

Peer Review Norms

Readers should:

• Be specific (cite examples)
• Ask questions
• Suggest, don't command
• Focus on the writing, not the writer

Writers should:

• Listen without defending
• Ask clarifying questions
• Take notes
• Decide what feedback to use

---

Verbal Feedback (Conferences)

Conference Structure

1. Open: "What do you want me to focus on?"
2. Listen: Let student identify concerns
3. Prioritize: "Let's focus on X because..."
4. Demonstrate: Model revision strategy
5. Apply: Have student try it
6. Close: "What's your next step?"

Questioning Techniques

---

Efficiency Strategies

For Large Classes

• Use rubrics consistently
• Create comment banks for common issues
• Audio/​video feedback (often faster than writing)
• Peer review for formative feedback
• Focus grading on selected criteria
• Grade samples, not everything

Comment Bank Examples

THESIS ISSUES:
- "Your thesis tells me what the paper is about but doesn't take a position. 
   Try: 'Although X, Y because Z.'"
- "This thesis is too broad. Can you narrow to a specific aspect?"

EVIDENCE ISSUES:
- "Good evidence, but I need your analysis. What does this quote prove?"
- "This claim needs support. What source could back this up?"

ORGANIZATION:
- "Nice paragraph, but it might fit better after [section]. See what you think."
- "I need a transition here to understand how we got from A to B."

Audio/​Video Feedback

Benefits:

• Faster than writing (often 2-3x)
• Conveys tone better
• Feels more personal
• Can screencast while scrolling

Tips:

• Keep under 5 minutes
• Start with overview, then specifics
• Reference specific locations
• End with priorities

---

Growth Mindset Language

---

References

• references/​rubric-templates.md - Ready-to-use rubrics
• references/​comment-bank.md - Reusable feedback comments
• references/​peer-review-protocols.md - Peer review activities