In this post I’d like to share one of my favourite ways of giving feedback on written assignments, which I’ve been practising for some time now and which has proved really useful and effective in my teaching context. I usually do this with intermediate classes but I believe it can work with lower levels too. This method is a classic one, nothing really revolutionary, plus no technology needs to be involved. However, I can’t think of any reason why it couldn’t become high-tech.
One of the questions that may pop up immediately is: How do you know that the method is effective? I can tell quite easily; students pay attention during the feedback presentation, and they constantly ask questions, make comments and ask for clarification. And although they are not able to avoid all the discussed errors in their next written assignment, I notice that they do eschew some. This, in my view, is hard evidence that the feedback hit the right note and that they have improved.
So what do I actually do? I teach classes of 10 up to 23 students. When I correct and grade their written assignments, I always create a ‘collective feedback’ report in which I have collected the most frequent mistakes the students made. This means that a mistake is recorded only if it’s made by at least two students. I don’t pay attention to individual or rare errors because pointing to them when giving feedback to the whole class would not be too effective and it would also become time-consuming. Moreover, although I never mention the names of the students who made particular errors, if I picked a unique error, the author might easily recognise it and feel exposed and subsequently embarrassed. It’s just safer to refer to each error as something more people struggle with.
I should mention that one of the rare positives of teaching large classes is that the more numerous the class is, the more beneficial this type of feedback generally becomes, since in a class of 23 students, each student actually learns from 22 other people. This, quite obviously, wouldn’t be possible if you teach one to one.
|An example of a collective feedback report, page 2|
|An example of a collective feedback report, page 1|
Now, I should stress that it’s absolutely necessary to give this type of feedback before handing out the corrected assignments; otherwise it would be a complete waste of time. Each student would stare at his/her own essay without paying much attention to what I say about the other errors. So, the psychological effect of handing out the assignments after the feedback conclusions are out is clear – students listen carefully in an attempt to spot their own errors among the plethora of incorrect language items produced by their peers. This is desirable because even if Student A didn’t make the same mistake Student B made, this doesn’t mean that Student B’s error is not a potential area of difficulty for Student A. Also, during the feedback time, students are trying to figure out what mark they got by ticking off and counting the mistakes that are presumably theirs. This keeps them in suspense and when they finally get the assignments back, they are ready to accept the grade without feeling too disappointed. In other words, they get mentally prepared for the outcome, which may be less painful than if you just served an E straight away.
To sum up, I believe that this method is more cognitively challenging for your students than just giving out corrected essays with individual feedback reports on them. Also, it may be motivating for the weaker learners to see that they are not the only ones who make mistakes. There’s another advantage to this approach; this kind of feedback is a great tool for monitoring the class’s progress. You can always look back at the previous reports and see what some of the recurrent problems are. Having said that, it’s highly beneficial to store all the reports, either digitally or in a paper file, because then you can compare class A with class B, for example, and see what your next steps should be in case you want to help your students make progress or avoid failure.