Forcefeeding the learner- A feedback strategy built out of desperation but there is merit in removing the learner’s choice in whether or not to engage with the feedback you have left on an assignment or assessment.
Self-reflection assignments are a great way to get students to achieve understanding – in particular when they have an assignment or assessment that they have performed poorly on. A guided way to self-reflected on the assessment is vital in their ability to make sense of why they earned the grade they did.
Combining the existing feedback process that you utilize in a course or with an individual lesson with the self-reflection assignment will force the student to read and utilize your feedback. This can be rewarded with points as its own assignment, or a way for students to earn back points missed on a previously graded assignment.
One way to greatly lesson the impact a low grade can have on a student from a major writing assignment is to allow the student to earn back a portion of the points they have lost with additional submissions after the guided self-reflection with feedback is completed.
Rubrics for the assignment help greatly with this as well and can serve as a guide for the students to be focused in their self-reflection on one element at a time.
A final tip would be to consider altering the format of the guided self-reflection from the assessment and/or submission so that the learners can engage with the material (and you) in a different way – for instance have a video recording of you discussing the paper they wrote and submitted – then their self-reflection to the feedback can be a short video recording or audio. If the assignment in question was a presentation, have them write something about the experience and/or survey the presentation attendees for more information.
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