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"One of the Eight Essential Elements of Project Based Learning is Revision and Reflection. This important element enables learners to improve their work through the use of feedback from multiple sources - peers, teacher, and expert. "However, giving and receiving feedback from others can be tricky. It can take time, and the giver might not know how to frame his or her feedback, both in terms of content and tone. The receiver might take critical feedback personally, or be misled by feedback that is off-target in some way. "One way to avoid potential pitfalls and help ensure feedback is "kind, specific, and helpful" (to quote Ron Berger) is to use a protocol. One of our favorite feedback protocols is the Gallery Walk. The basic idea is to post pieces of work on a wall - as in an art gallery - so people can move around and look at it. In BIE's "PBL 101" workshops, teachers use this protocol to give and collect feedback on their initial ideas for a project they're designing. "

"Interest in feedback has spread widely since the publication of Hattie and Timperley's influential 'The Power of Feedback', which argued that 'feedback is one of the most powerful influences on learning and achievement' (Hattie & Timperley, 2007: 81). Peer feedback, in particular, has generated much optimism in the general educational literature as a formative practice (Double et al., 2019)...." Excellent article on online peer feedback.

"Here, four ways to offer feedback that really makes a difference, drawn from research in psychology and cognitive science:" These include: 1.Supply information about what the learner is doing, rather than praise or criticism. 2. Take care in how feedback is presented so it doesn't reduce motivation. Have learners be involved in analyzing their own performance. 3. Orient feedback to goals. 4. use feedback to develop metacognitive skills.

"Mote works through a Chrome extension that makes it easy for teachers to leave students voice-recorded feedback in Google Docs, Slides, Sheets, and Classroom. Students don't need the Mote extension or even an account to listen to recorded feedback. It's a real time-saver and a great way to provide effective feedback. " While Nick is right that voice annotation may be a good way to explain you thoughts on student writing, I think that MS Word has a voice annotation feature. And the written notes to students are still important if for nothing else than a reminder as the student re-writes. Mote requires uploading a document to Google Docs first, though that is no big deal. Worth a try, and Nick explains clearly how to run through the whole process.

Kaizena is a wonderful tool for giving oral feedback. This may be faster and more explanatory when working with student essays than writing comments. You will probably give more feedback, and perhaps more positive feedback than when writing cyptic notes. Oral commenting also gives students some listening practice. This YouTube tutorial shows how a teacher is using Kaizena with her student papers.

"Peer review has long been regarded as beneficial practice in the teaching of writing. In North American educational settings, learners are often asked to provide feedback on each other's papers. However, when international students come to study either in intensive English programs or in institutions of higher education, they may encounter difficulties during peer review activities because many of them never had experiences with this kind of practice. As a result, students tend to give each other broad, irrelevant, essentially unhelpful comments." This blog post offers help in training students for giving good feedback.

"A real-time student response system that allows for formative assessment with quick feedback. It's free, easy to use, and works on any internet-enabled device." Teachers can create assignments using four question types: MCQ; Short Answer (text responses); Show Your Work (images, text, or draw); or enter. longer questions by uploading Word,G-Docs, or PDF files. "The Live Results feature makes it easy to provide helpful feedback in real-time. Teachers can view all responses as they are being created. I find this type of assessment particularly helpful when using Show Your Work questions, as I can watch a student work their way through the problem. Teachers can also use the Live Results feature to quickly provide students with feedback through comments or by grading the assignment with a simple slider. Teachers can export results as a .csv file." Sounds incredibly usefull for helping students in real time. T/h N LaFave

"Use this site to write, learn to write, take writing classes, learn about our campus writing center, and access resources for writing teachers. ToolsLearn to Write. View our extensive collection of instructional resources for writers, including writing guides, writing activities, and writing links. FeedbackGet Feedback on Your Writing. Learn how you can get help and feedback on your writing. SitesVisit Related Sites. Visit other Web sites that support the teaching and learning of writing. ToolsWork on Your Writing. Learn how the Writing Studio's tools - blogs, wikis, ePortfolios, bibliography, among others - can help you work on a writing project. ClassesView Your Writing Studio Classes. More than 5,000 classes have been created to support writers. Is your school using the Studio? TeachingTeach Writing. Learn how the Writing Studio and our other teaching resources can help you and your students. Writing CenterVisit CSU's Campus Writing Center. Visit our campus writing center, located in beautiful Eddy Hall, Room 6 (in the basement along the north side of the building). Our writing consultants will provide feedback on your drafts and help you with your writing and research strategies."

"We all want our feedback to be encouraging and constructive, yet it can be misinterpreted as judgement and criticism. So how you save yourself - and your students - from potentially damaging comments?" Several good suggestions.

Offers 4 different tools than can help you and students with video and Web work: Scrible to annotate electronic texts lets students work collaboratively and teachers can use annotations for formative assessment and comments; VideoAnt lets you use video as texts to timestamp video for access later, type up notes in a sidebar, and share annotations; Kaizena Shortcut is a Google extension that allows detailed feedback, and can also be used for recordings; EDPuzzle lets teachers create lessons for instructional videos like Khan Academy and give feedback on students progress. These all sound worth a try.

A look atMOOCs from the co-founder of Coursera. Shows how video lectures are delivered with spot-check questions and feedback, and the use of peer/self grading. The conversations, home-work assignments, and so on, are all data fodder for an examination of how MOOC learning works. Students were also self-selected into virtual and land-based study groups. Feedback on quizzes and spot-checks also led to the development of "individualized" responses to wrong answers/misconceptions. Demonstrates how tutoring one-on-online is far better than lecture courses. The goal of Coursera is to ignite students creativity through active learning.

Explains how to use Dragon Naturally Speaking (by Nuance), a speech-to-text tool, to leave narrative feedback on student work. Though not free, Dragon can considerably reduce teacher time in making comments and vastly improve feedback to students on their writing.

R. Byrne discusses this tool in several posts and includes the how-to video in this blog post. Socrative is useful for a flipped or online classroom as a feedback system. Students sign in to a virtual class where you can post questions. "If you haven't tried Socrative, it's a free service that replaces the need for expensive "clicker" feedback systems. Socrative works on any device that has an Internet connection. Students sign into a virtual classroom in which you can post questions and they can reply either anonymously or with their names depending upon how you want to use the service."

"You are teaching a class and want to collect feedback at the beginning of the class to see whether everyone is on the same page. You can do tests, collect them and grade them, or you can use quizsocket. You get instanteneous feedback about problems. As a teacher you learn what was difficult to understand in the last class and can immediately react. And the student is reminded of the topics through the questions." Nice for spur-of-the-moment checks on whether students are paying attention. Mainly for live class lectures, which I don't do much of anymore, but a useful idea that might work if you are doing an online meeting/class.

Interesting article on the value of using screen capture video for feedback on students' written work. Should be added to the arsenal of evaluation.

"an articulation of four major perspectives on assessment: associative, constructivist, social constructivist, and situative (see the diagram below). This is an excellent report, full of examples, case studies, and practical guides." The site links to a pdf guide to Technology-enhanced assessment and feedback.

This site is going EFL/ESL in a big way, using video: "We recently found out that 22frames.com is becoming a popular site for learning English as a second language (ESL). It turns out that watching captioned videos provides a way to not only learn formal English but also idioms and other cultural concepts. To find videos, you can browse through categories or make caption-only video searches on your interests. Even more, we have been devoting significant time and resources to developing ESL-specific features that are motivated by our users' feedback." "Recently, we found out that many of our users are using the site to supplement their English learning (see: http://www.22frames.com/esl.aspx ). They also began to pitch ideas we could implement to make the site even more useful for this activity. With so many requests, we decided to seriously consider these ideas and devote significant time and resources into realizing them. Now, we are turning our site into a substantial and FREE English learning resource. We are aware of a couple sites out there that are also focused on using captioned videos for English learning, so we've been focusing on the unique user-motivated features. Therefore, my goal here is to let you know about our free resource and that we are opening the door to requests for anyone who might desire features that have not been implemented elsewhere. Perhaps, you can share this with your colleagues/readers/etc as it will help us better gauge which features to prioritize and to increase the rate with which we will release new features. Please note that we are really serious about considering whatever feedback we get. I'm also pleased to announce our first feature, which we expect will help in learning/teaching popular English idioms. Idioms are a big deal in learning English, and it is clear that watching them used in real situations will increase the rate with which they are learned. We therefore processed a large group of YouTube videos in o

These are three ways to hear from students what they think about the class and how things are going for them. Well worth consideration as alternative assessment procedures. From Vicki Davis on Edutopia

"A super quick introduction into using the excellent Google Forms. You can quickly create surveys, questionnaires and even comprehension questions. You can then share the link or embed your questions. The data is automatically created into graphs and forms when the participants answer the quesitons. A really useful tool for any teacher or students that I have made massive use of. If you are looking to quickly collect together some data and then see all the results presented to you automatically, then this is great. Students can create surveys for other students in the class, teachers can collect feedback and even use Google Forms for formative assessment. if you are looking for more detailed videos on Google Forms then watch these other videos.

"Many schools are currently using Forms as a way to easily and quickly record data from teacher observations. The advantage is of using a Google Form is that it compiles all the data into a spreadsheet which allows school leaders to quickly and easily see trends in the school's classrooms." Suggests that the administrator can also use the Google spreadsheet to collect data on what teachers are doing in the school as a whole. Video shows how to go to the Template and create your own by copying the document. Links to template.