Overview
In the “For Instructors” section of this site, “Giving Feedback to Students” is broken down into a wide range of kinds of feedback, all of which might be happening at any given point in the term: from the kind of classroom environment and rapport established early (and throughout) the term, to communicating expectations (for students and instructors) in the syllabus, to ungraded or low-stakes assignments, to peer review, to written feedback and grades.
Each kind of feedback you receive has its role in keeping you up-to-date about what you’re learning. The other side of that coin, of course, is the role that your
- level of energy in class
- your day-to-day engagement with readings or quizzes, and
- your work on bigger assignments
all play in giving your teachers feedback about
- how you’re doing
- how you’re coming along with individual skills or concepts, and
- how comfortable you are synthesizing the major themes and questions of the course.
When it’s working well, feedback is how we find out where we’re at and how to get to where we’re trying to go. Fair enough. For things to be “working well,” though, we have to be able to distinguish useful feedback from less useful feedback, and we have to have a sense of what to do with both kinds.