Wherever teaching and learning are happening, there are feedback loops. With writing assignments, the loop often goes something like this:
- Students are given a prompt, perhaps relatively close to a deadline for submission
- Students write and submit a writing assignment
- An instructor returns the assignment with a grade and, perhaps, some written feedback.
All well and good. It raises the question, though: What—or what could be—happening (or happening more intentionally) before, during, and after this “local” feedback loop? Specifically, how can we make this back and forth of feedback between students and teachers as legible as possible, so that it becomes part of an ongoing, open dialogue between students and teachers about who’s learning what and how to improve.
As an example, let’s imagine what the elements of a more continuous “global” feedback loop might look like for the first unit in a semester-long course: