Principle #4: Give Prompt Feedback

Principle #4: Give Prompt Feedback

Principle #4: Give Prompt Feedback


Knowing what you know and don’t know focuses learning. Students need appropriate feedback on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. In synchronous classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.  Be sure your syllabus clearly states your response time for providing feedback and grades.*


  Pedagogy Implementation
1 Use quiz question types can that be automatically scored.  

Moodle Quizzes can automatically grade most question types, including fill-in-the-blanks (Cloze) and short answer using wildcards.  They also have the option to give feedback on both wrong and right answers.

2 Provide for practice quizzes.

Quizzes can be configured as practice quizzes by setting every question points to zero and allowing multiple retries.

3 Grading online means the student can get their grades and feedback as soon as you’re done, instead of having to wait until the next F2F class period.

Our online gradebook help is on the Faculty Quickstart Page, and you can always come to the EdTech Center.

4 Grade assignments promptly.  Using online grading tools and rubrics may make this quicker.*

In the Assignment and Turnitin activities, use the online grading feature to report grades and feedback to students as soon as they are graded.


Grade forum assignments promptly.

Grade Forum assignments using the Ratings tool so grades go automatically into the gradebook.


Use voice grading.  Students like this feature, and hearing your voice is much more personal than red ink.

Both Assignment and Turnitin activities support simple voice grading, where you get one audio recording per paper.  You can also use Poodll for voice or video feedback. Consider more advanced forms of voice grading, such as embedding audio files into specific points in the paper, or video capturing your screen as you digitally annotate the paper. SMC professors Barry Eckhouse and Rebecca Carroll published a paper on the topic.  Here is a brief description of one instructor’s voice grading style.