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Online Teaching Tips
Assessment

Use Quick Eval to See All Submissions in All Classes in OAKS

Mendi Benigni

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Now that all of our assessments are online, and usually in OAKS, I wanted to share a way to see all the gradeable items in all of your classes at one time, hopefully making grading a bit more convenient.

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keyIntroducing, QuickEval in OAKS

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Quick Eval gives you a way to see ALL assessable items in ALL classes on one screen.  This includes: 

  • Assignment / Dropbox
  • Quizzes (non-auto-graded)
  • Discussions (with an assessment attached)

You can now go to one screen and see the status on all of your assessments (Activities View) or switch to Submissions View to see all the ungraded submissions.  You can then click on the student’s name to go straight to their submission.

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Access the Quick Eval Tool by going into one of your OAKS classes and clicking on Management > Quick Eval.
Even though you are opening it from within a course it will display ALL courses.

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Use the Filter to show only specific dates or specific assignments.

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Below are a few of the FAQs from D2L’s website, regarding the Quick Eval Tool.

What are the criteria for displaying assignment submissions in Quick Eval?

Submission Type: All assignment submission types are listed in Quick Eval except for assignments with the Automatically on Evaluation completion type.

Evaluation status: Unpublished feedback

What are the criteria for displaying quiz attempts in Quick Eval?

Quiz Setup: Quiz attempts with assessments that are not set up for auto grading and require an evaluator to provide feedback.

(Note: Quizzes that are set up for auto grading are present in the Activities view, even though no attempts appear below them.)

Evaluation status: Ungraded quiz attempts

What are the criteria for displaying discussion posts and replies in Quick Eval?

Discussion topic setup: Discussion topics with Assessments

Evaluation status: Unpublished Feedback

Are group assignments listed in the Quick Eval list?

No, group assignments are not listed in Quick Eval.

Does Quick Eval display feedback saved as a draft?

Quick Eval displays feedback for Assignments, Discussions, and Quiz Attempts that are saved as a draft and not published.

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Assessment, Best Practices, Pedagogy

Top 5 Tips To Get Students To Read Your Feedback

Mendi Benigni

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WHY WON’T STUDENTS READ/USE THE FEEDBACK I GIVE?

A complaint I hear over and over again from faculty is “What can I do to make my students read and use the feedback I give them?”  Faculty and teachers spend so much time giving detailed feedback and notes on assignments only to find the returned work in the trash.  That’s because, to the students, the assignment is OVER.  They look at the assignment long enough to find out their grade then they are done.  To them, that assignment (and learning) is over and in the can, along with the graded assessment.

 

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SO WHAT CAN YOU DO?

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The most important thing is to determine WHY you are giving feedback.  

Is it to justify the grade you’ve given or to cover your hide (grade-centered approach) or is for the students to improve and learn (learning-centered approach).  Both are fine, but Grade-centered normally focuses retrospectively on the errors made and what was wrong with the assessment and therefore, a student is never going to read that or take anything away from that type of feedback.  Learning-centered feedback focuses on suggestions for future practice.  The other issue is that, even if we are giving future practice comments on a completed assignment, many times the student won’t need to apply that feedback until the next assessment which can be some time in the future.  By that time the feedback is out of the student’s mind.

Learning-centered feedback (formative) should be given DURING the assessment and the students should use it to BETTER their final assessment (summative).  During this process, the intense reading and markup is done at the formative stage.  For the final assessment, you, as the instructor, just read it and grade it.

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In my research on this subject everyone seems to say the same thing over and over again.  The #1 way to get students to read their feedback is to

DELAY THE GRADE!

Whether is a draft or a final assignment, when you return them only give the feedback.  Don’t include a rubric or a checklist or grades.  Students are more likely to read the comments to try to discern their grade.  You will then release the grade at a later time.

This is only one method below are more you can try.

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Top 5 Strategies to Get Students to Read and Use Feedback

  1. Don’t provide a grade with your feedback.
    No rubrics, no checklists, no grades.  Only you’re commented feedback.   
     
  2. Explain the purpose of the feedback.  
    Why do you give feedback and what is your expectation of them to read and use the feedback?  When they know why or how you expect them to use it they are more likely to read it.
     
  3. Build a connection from the feedback to the revision.
    Have the students read the feedback and make three observations and two questions based on your feedback.  You could also have them make the changes in the final assessment then write a brief paper of how using the feedback improved the final assessment or what they changed as a result of the feedback and what they learned from those changes.  You are basically requiring them to read and use the feedback as part of the process.
     
  4. Use a mix of feedback styles. 
    Try different feedback forms on different assignments such as text, audio, video, in person, interviews.  Mixing it up keeps the students on their toes.
     
  5. Prevent feedback overload.
    Don’t mark up every tiny thing that is wrong with a paper.  Focus on the most important things you want your students to glean and improve from your feedback (2-3 things) and mark only those.  Try the Sandwich technique: compliment; changes; compliment.

    If you’re giving multiple assignments where feedback will be given then consider scaffolding your method.  The first assignment, give the feedback but teach your students how to revise their work based on that feedback.  Then move to a place where you are leaving them on their own to fix it.  This is particularly important for younger students and college freshmen.

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headshot of Michelle McLeoed
Assessment

Faculty Guest Post: Using Technology to Optimize Student Feedback

Mendi Benigni

This month’s faculty blogger is Michelle McLeod, PhD, ATC, PES, who is an Assistant Professor in the Department of Health & Human Performance.

This blog post is inspired from the lessons and skills learned during the Faculty Technology Institute in May of 2015 focused on planning an interactive lecture. I feel that my lectures are most effective if the classroom is engaged and interactive rather than me talking at students and merely hoping that they are paying attention. It is an opportunity for a real-time assessment and feedback to ensure that students are not only receiving information, but have a fundamental understanding of that information. This also provides me with feedback about my effectiveness in content delivery. I spent much of the 2015-2016 academic year incorporating interactive lecture and technology into my strategy of making the classroom truly more engaged. Here are some of the successes and failures that I encountered.

I will center this blog post on a research proposal assignment given in EXSC 433: Research Methods and Design in Health and Exercise Science. An area where I know that I can continue to improve is providing timely feedback to students. Rather than focusing on the research proposal itself, I will focus on the evolution of the project from the standpoint of how I could more efficiently assess student work and provide helpful feedback through the use of technology.

For me, one of the most painstaking processes of evaluating student work is accessing the work. I really, really dislike accessing work submitted via OAKS. It is so limited. I am also striving to go paperless with most work. In the Fall of 2015, I thought I had found the perfect solution: Kaizena. The tag-line on this Google app is “Fast, personal feedback on student work.” Dream come true, right? Not so fast. I attended a TLT workshop hosted by Jessica. Kaizena seemed awesome. Kaizena is a Google application so all students have access with their g.cofc.edu accounts. Students search for their professors on Kaizena and join “groups” (e.g. EXSC 433). The attraction to Kaizena is that this is a module to keep a running tab of conversations between students and professors regarding their work. Students upload their work in a document that allows you to view the work directly in Kaizena. Professors can create quick links for commonly used feedback in the form of text, hyperlinks, videos, and voice. I thought for sure that this would cut down on the time that it would take for me to provide student feedback and provide them with ample time to make corrections.

I couldn’t have been more wrong. In hindsight, it was probably not the best to try to incorporate this technology without playing around with it more first. I had 24 students in this course so I gave the students the option to work together on these research proposals. The drawbacks I encountered were that I could not create groups within Kaizena. Students had to search for each other first and add me to a conversation. Not such a big deal. However, when it came time for students to submit the first portion of the research proposal consisting of hyperlinks to articles and written summaries of the articles, I felt an impending sense of doom. You are not able to directly edit within the uploaded documents. You may highlight a portion of the document and provide commentary. If the student had submitted their work as a Google doc and provided permission to edit the document, then you could open the document in Google docs to do this. This seemed to negate the need for Kaizena (spoiler alert: this was ultimately my conclusion). Furthermore the biggest headache, perhaps, was that you couldn’t click on hyperlinks in the uploaded documents. As I mentioned previously, part of this portion of the assignment was for the student to provide hyperlinks so that I can confirm their provided references. I was asking students to resubmit their work and on many occasions students claimed to have submitted work that I could not find when I opened conversations.

The end result was that it took me longer than I had anticipated to provide valuable feedback. More of my time was spent requesting changes in the formatting so that I could even access the needed content. I therefore felt the need to be much more lenient in my assessments of student work. However, professors still have learning experiences on the regular, right? This spring semester, I kept this assignment as a part of the course.  Instead of Kaizena, I kept it simple and required students to submit their work via Google drive as a Google document. I still use OAKS to upload lecture content and grades for student accessibility. However, I almost exclusively provide links to a Google drive folder for students to submit their work. I can provide real-time feedback and review changes that have been made to student work as well as see when those changes were made. Because the students can also see when I have provided feedback, this helps to keep both parties accountable.

It’s still not a perfect system. I am still revising rubric content, and finding challenges with students being able to access folders (Tip: if a student says they do not have access, I find that it is because they are trying to sign in on an account other than their g.cofc.edu accounts. Instruct them to first try to sign out and sign back in!) Other lessons learned throughout this process of trying to use something new and fun:

1) Have a rubric! Developing a good rubric can be challenging and does take some time on the front end, but it has made my life easier as far as grading. Students also have a clearer picture of what is expected of them.

2) I love this assignment because it is an opportunity for students in our department to express their interests and creativity. That being said make sure that there are reasonable expectations for what you want to see in their work. I went from having very loose directions for student work to being pretty specific, down to the size of font used, margins, and maximum number of pages in length of proposal sections. In Google, I provided an example that the students could make a copy of and input their own work. You might be thinking: getting a little nit-picky here, Dr. M? Maybe; but, part of research proposal writing is being able to follow directions! Simple, yet still overlooked. 

3) Being able to provide feedback more efficiently and effectively has helped to improve student engagement and interaction. Not always in a direct and personal manner, but it improved communication. I felt that students were more inclined to ask questions or for clarification and I could provide better suggestions or solutions. This was reflected in my course evaluations this spring. Although I’m not yet lightning fast in my feedback my timeliness has drastically improved and I’m optimistic that it will continue.

 

Best Practices, Teaching Advice

Seeking Student Feedback Throughout the Semester

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feedback528x352As the semester comes to an end, many faculty members are anxious to read their students’ evaluations. As instructors, we can use student feedback in a variety of ways to improve our own teaching. We all know that giving our students timely feedback is important, but what about receiving timely feedback from our own students?

I recently ready a blog post by Jennifer Gonazales at Cult of Pedagogy about why instructors should seek their own student feedback instead of waiting for the end of the semester for course evaluations. There are many benefits to asking students to give feedback throughout the semester, including:

  • Increasing student engagement by figuring out what types of activities students enjoy and adding more of these to your courses
  • The ability to adjust instruction to meet students’ needs
  • Self-preservation! As Jennifer writes, “Instead of waiting for the ‘official’ forms to be distributed to students, get ahead of the curve by asking for similar feedback early, while there’s still time to troubleshoot.”

Jennifer’s blog post has many great examples of questions to ask your students, how to actually implement this idea, and most importantly, how to act on the feedback you receive. You can read Jennifer’s post here: 5 Reasons You Should Seek Your OWN Student Feedback

For more strategies on using student feedback, this article on going above and beyond the typical student feedback requirements is a great read, as well: Feedback From Students Becomes a Campus Staple, but Some Go Further

While it’s too late to implement these strategies for the fall semester, it’s the perfect time to reflect on this semester’s teaching and look forward to a new year and a new semester! As you review this semester’s course evaluations, I challenge you to think about how you may be able to incorporate more opportunities for students to share their feedback throughout the next semester.

Assessment, Google Apps, instructional technology, Web 2.0

Using Kaizena for Fast & Interactive Student Feedback

Jessica Smith

Let’s be honest. Grading can be a drag. We may love teaching and mentoring students, but when faced with a stack of 100 essays, some of us consider a career change.  Providing students with frequent and meaningful feedback takes a lot of time and energy, but there are plenty of applications that can help make you a more efficient grader.  One such application is Kaizena.

Kaizena is a web-based platform that is synced with Google Drive.  Students can either upload Microsoft Office files or PDFs to their Google Drive account (which CofC students have free access to) or they can create their assignments within Google Drive.  The instructor will get an alert that a student has submitted and can then leave text or audio feedback as well as insert outside resources called “lessons” and 4-point scale ratings called “skills.”

Kaizena

Kaizena’s “lessons” are a fantastic time-saving feature.  How often do you find yourself writing or typing the same comment over and over on student assignments?  Well, “lessons” allow you to create a library of text, audio, and video resources that can be quickly added to students’ assignments.  For example, if I were teaching composition and noticed multiple students making comma splice errors, I could record a quick audio clip explaining what comma splices are.  Or, I could find a YouTube video about comma splices and use that existing resource.  The next time I come across a comma splice error, I can simply click a button to add that “lesson” and avoid typing yet another explanation of comma splices.

Kaizena

Another aspect of Kaizena that I appreciate is how the feedback is framed as conversations.  An instructor leaves an audio comment, for example, and the student can reply with text or audio.  When we write comments on students’ assignments, we hope they read them and we assume they understand them.  But often this isn’t the case.  Kaizena encourages a dialogue between students and instructors that can improve understanding.

conversation

 

Application:  https://kaizena.com

Cost:  Free

Platform: Web

Tutorials: https://kaizena.uservoice.com/knowledgebase/articles/all