by Julie Dodd
“I spend so much time providing my students with helpful feedback on their big project, and they don’t read it.”
I imagine you’ve heard colleagues say that and may have said that yourself.
Having grappled with getting my students to read and use my feedback, I’m offering a suggestion:
Provide the most feedback when students are the most interested in receiving it – when they can use your feedback to improve their grade.
Often we provide extensive feedback on a research paper or final project when the assignment is completed. So no matter how useful our feedback may be, the students aren’t able to use the feedback to improve their grade on the assignment.