Stenger’s Article
The first article I want to discuss is “5 Research-Based Tips for Providing Students with Meaningful Feedback” by Marianne Stenger. Feedback informs the teacher of the student’s accomplishments, learning gaps, and how the learning progresses. The author contends that being as explicit as a teacher can be is essential.
The author advises taking the time to tell pupils about their accomplishments and possible areas for growth. Giving input as soon as feasible is the second guideline mentioned in the text. Numerous studies demonstrate that giving feedback right away, as opposed to days, weeks, or months after the training, yields the best results.
The instructor must also improve the students’ access to the objective. Students should understand how the information they receive will advance them toward their ultimate objective while receiving feedback. The author mentions the necessity to offer feedback carefully since how feedback is delivered might influence how it is viewed. It is important to note that the students should also be included in the process.
Louden’s Article
The second article I want to review is “Delaying the Grade: How to Get Students to Read Feedback” by Christy Louden. The author suggested how to deal with the issue of disregarding criticism. It involved delaying grading and directing the student’s focus toward the teacher’s feedback. After being interrupted for several weeks, the students had to read their work and consider my feedback, which helped them better comprehend what they had done well and what they had not.
According to the author’s observations, the students’ responses were overwhelmingly favorable; they recognized the value of revising their writing and paid close attention to the criticism. The author also offered a strategy for evaluating student learning and providing comments. Grading assignments, scheduling independent work, returning completed work, scheduling contemplation time, holding conferences with each student, and revising are all included in the plan. All of these exercises provide the chance to personalize the feedback, focus students’ attention on it, and enhance learning.