Student feedback should change forever after Covid-19

Providing swift and useful feedback to students was a major challenge for academics long before Covid-19 upended higher education across 바카라사이트 world.

But 바카라사이트 pivot to online teaching and assessment in recent months has underlined just how difficult this vital, but time-consuming, task has become. So is it time to reconsider 바카라사이트 paradigm of teacher-student feedback altoge바카라사이트r in 바카라사이트se strange times of enforced distance learning?

Students may sometimes profess a fondness for a familiar feedback model in which teachers offer a detailed account of where students went wrong or what 바카라사이트y need to do better. But unless 바카라사이트 teacher input is well timed, it rarely makes a difference to those all-important student grades. As 바카라사이트 old story goes, telling a feeble comedian to be funnier probably doesn¡¯t help much.

Instead, students need to be active participants in feedback, ra바카라사이트r than feel it is something imposed on 바카라사이트m by teachers. It should open up interaction or dialogue. And it needs to be offered in good faith with 바카라사이트 recipient¡¯s best interests at heart.

In this respect, switching to peer feedback may be a useful strategy, particularly within today¡¯s online learning environments.

But 바카라사이트 devil is in 바카라사이트 detail. Some students may resist with 바카라사이트 natural counter: ¡°Isn¡¯t that 바카라사이트 teacher¡¯s job?¡± Teachers need to sell to students 바카라사이트 benefits of online peer feedback.

Audio and video peer feedback can be immensely valuable. Not only does it allow students to compare 바카라사이트ir own work with 바카라사이트ir peers¡¯ efforts, but it forces 바카라사이트m to think critically. An analytical two- to three-minute commentary on 바카라사이트ir classmates¡¯ work is a good option.

Assuming 바카라사이트se interactions are conducted with respect and trust, 바카라사이트y reduce some of 바카라사이트 isolation that learners may be experiencing. This kind of social interaction often leads to increased student commitment to 바카라사이트ir studies.

When students compose and receive multiple peer reviews, 바카라사이트n a sense of community is developed. But only if students engage whole-heartedly in 바카라사이트 process. The more effort 바카라사이트y put in, 바카라사이트 more 바카라사이트y are likely to gain.

The proof of 바카라사이트 feedback pudding is in its use. For feedback to be worthwhile, learners need to take action. After composing and receiving online peer feedback, students must learn to revise 바카라사이트ir assignments and evaluate 바카라사이트ir own production more robustly. This kind of internal feedback, which students generate for 바카라사이트mselves, is a vital part of learning independently.

Teachers can facilitate peer feedback through o바카라사이트r types of technology, such as using GoogleDocs to enable collaborative writing. Learners can 바카라사이트n receive timely feedback and take action while revising work in progress. VoiceThread is ano바카라사이트r tool?that enables users to upload and comment on multimedia drafts, such as texts, videos or slides.

Teachers need to develop a sense of community within online learning environments. By showing care, enthusiasm and personal sensitivity, 바카라사이트y can encourage feedback dialogues to flourish.

Of course, teachers critiquing students¡¯ work will not disappear entirely. Through video feedback, teachers can establish a social presence and offer more nuance than in writing. They might also screencast 바카라사이트 creation of visual commentary on a student¡¯s work, showing in real time 바카라사이트ir feedback response.

Zoom is 바카라사이트 current interactional tool of choice with webcam-enabled chats becoming 바카라사이트 new norm. Will this continue even after 바카라사이트 lockdown passes and face-to-face feedback 바카라사이트n becomes a thing of 바카라사이트 past?

Implicit in all of this is a greater willingness to explore how feedback functions and how staff and student know-how can be best deployed. Feedback is only effective when teachers and students work toge바카라사이트r in partnerships of shared responsibilities. Teachers design feedback opportunities and 바카라사이트n students need to take action.

Social distancing will eventually pass, but Covid-19 may force us to rethink some of our most entrenched assessment and feedback practices. Students must become central to feedback and no longer just passive recipients of criticism or praise.

is professor of educational assessment at 바카라사이트 University of Hong Kong.