Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education is now over. Visit the Symposium 2017 archivesto view video of Dr. Nancy Chick’s keynote presentation, photos, slide presentations, and more.
Providing feedback on student writing is an essential but time-consuming aspect of grading papers. Using the metaphor of a traffic light, this session will offer participants suggestions and resources for green-lighting feedback by improving the effectiveness and efficiency of feedback comments. Specifically, we will explain how collaborations between a faculty member and the Writing Centre resulted in more informative feedback and a more effective use of the instructor’s time while grading. We will outline factors that affect students’ interpretations of feedback (Cameron, Nairn, & Higgins, 2009; Duff, 2010; Hyland, 2013; Séror, 2009) and share resources developed to assist faculty members with providing written feedback.
After taking part in this session, it expected that the audience will be better able to: • appreciate the impact of feedback on student writing; • reflect more fully on the challenges associated with red-light and yellow-light feedback; • understand key considerations for providing green-light feedback.
