Welcome back, explorers, to our BCcampus UDL Explorer Challenge Series! Our next challenge is to increase mastery-oriented feedback for your students.
Why Is This Important for UDL?
Increasing mastery-oriented feedback means providing feedback throughout the learning process that allows students to improve their skills or knowledge. We know that for feedback to help students improve their work, it must be timely, must happen during the learning process, and usually must happen without a grade attached. This is really important because it gives students the opportunity to come back with questions and then take that feedback and improve the final product.
Our Challenge for You
To complete this challenge, we are asking you to choose one of your assignments and redesign it to include mastery-oriented feedback.
You will find instructions, examples, and helpful resources for how to submit below. We are excited to see what you come with! Happy exploring!
Examples
Here are some examples of activities that increase mastery-oriented feedback.
“My students do a big community presentation in one of their courses. I ask them to create a lesson plan for their presentation and then we meet on Zoom to discuss their plan, and I can provide detailed feedback on their ideas so far.”
-Heidi
“My students must write a business memo. They upload the first draft, and I provide detailed audio feedback. They use the advice to improve the final draft. I much prefer providing this kind of feedback because it is more useful to student learning.”
-Venecia
Explore
- UDL Principle: Learn more about the UDL principle for increasing mastery-oriented feedback
- Read: Innospire Education’s blog series:
I have my students do a final presentation in one of my classes. They submit drafts throughout the semester through shared powerpoint or Canvas projects. This way both of us have access to the project at all times. I typically ask them to do two-three slides at a time. I add comments to the files so that they can make adjustments. Part of their grade at the end is the timely submission of their drafts and incorporation of feedback.
Thanks for sharing. We like that you are asking for 2-3 slides at a time. This ensures that students are incorporating feedback consistently and in small bites which makes the process completing a final presentation less daunting.
Hello Heidi! I also have my students create PP presentations, and I really like your idea of 2-3 slides at a time with instructor feedback. I think I’ll incorporate this approach.
For my Business Communication assignments, I have 1-1 feedback sessions built in before the submission date, so they can ask me questions and improve their drafts. I also get my students to submit outlines and project charters so I can ensure they are on the right track. We have in class group project time, so I can meet with each group, discuss their project, go over any questions they have about the concepts, and clarify any issues with formatting or APA. The 1-1 sessions are where I give them the most feedback in preparation for their assignments before they submit their work. We do this from the beginning to the end of the course, so from their first email assignment to their last proposal paper and presentation, I see a huge development in their overall communication skills. They also get lots of very low stakes mini tasks that prep them for the larger work. For example, they do a 1 minute speech video in preparation for their 5 minute business presentation.
Thanks for sharing. We like that you are using several low stakes mini tasks to help students build their knowledge. This will really help them understand what your expectations are and reduce the anxiety they may feel for their larger presentations!
In my organic chemistry course, I have the students write an essay about how organic chemistry impacts their personal life. The assignment is out of the ordinary for them because I’m asking them to write an essay not a report, I’m not asking for any scientific research nor am I asking them to reference anything that we’ve covered in the course. I just want to learn how they’ve connected our course material to their lives (and there’s lots of links and options). To support the process, I encourage regular check in. First when they pick the 3 or 4 links/options they are going to discuss and second when they draft the essay to ensure they are being descriptive enough and meeting the rubric brief. Not all students take advantage of this (especially those that wait to the last minute) but those that reach out for feedback typically value it and incorporate it into their final product.
Thanks for sharing! We like that not only are you connecting the learning to their lived experience, but you are also providing an opportunity for them to improve their work through feedback. And you are absolutely right- not every student will take advantage of this opportunity, but it is available and that is what matters most.
As part of weekly assignments, students are expected to write the examples focusing on their own progress based on self- assessment and self-reflection for each goal and its indicators of the course. In order to acknowledge students’ progress and also to provide ongoing constructive feedback, there is “Instructors Weekly Notes” where instructors can provide specific examples of how each student is progressing and meeting the goals along with suggestions for areas of improvement.
Thanks for sharing! We really like that both students and instructors are part of this feedback process. This is a great way to hold students accountable for their learning.