Feedback Resources

How to Use Instructor Feedback in This Course

Why feedback matters: 

Feedback helps you understand what you're doing well and where you can improve. Research shows that students who actively engage with feedback learn more and perform better on future assignments.

When you receive feedback from me:

1. Read it carefully: Don't just look at the grade. Read every comment.
2. Identify patterns: Are there themes? Do I mention organization multiple times? That's your priority area.
3. Ask yourself three questions:
   • What did I do well? (Look for positive comments)
   • What needs improvement? (Look for constructive feedback)
   • What will I do differently next time? (Create an action plan)
4. Take action: Complete the Feedback Reflection assignment and apply what you learned to your next assignment.
5. Ask for clarification:  If you don't understand a comment, ask me! Feedback only works if you understand it. 

Common feedback phrases and what they mean:

• Develop this further = Add more detail, examples, or explanation
• Consider your audience = Think about what readers need to understand your point
• Connect to your thesis = Show how this paragraph supports your main argument
• Provide evidence = Add data, quotes, or examples to support your claim
• Clarify = This is confusing; rewrite for clarity

Remember: Feedback is not criticism of you as a person. It's coaching to help you improve your work. Everybody gets feedback—even experts!

What Makes a Rubric Action-Oriented?

Action-oriented rubrics describe what students should DO rather than using evaluative quality words like "excellent" or "poor." They serve as both grading tools AND learning guides.

Before & After Example

BEFORE (Evaluative):

"Demonstrates excellent understanding of course material"

AFTER (Action-Oriented):

"References at least 2 specific concepts from readings/lectures by name and explains how they connect to the discussion question. Includes page numbers or timestamps when citing sources."

Why this works: Students know exactly what to do: how many concepts (2), what to do with them (explain connections), and what details to include (citations).

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Tips for Writing Action-Oriented Rubric Criteria

Use Strong Action Verbs:

• States, provides, explains, analyzes, connects, supports, describes, demonstrates
• Integrates, synthesizes, evaluates, compares, applies, illustrates
• Identifies, organizes, presents, develops, constructs, formulates

Be Quantitative When Possible:

• Instead of "sufficient evidence," --> "at least 3 credible sources"
• Instead of "engages with peers" --> "responds to 2+ classmates with 50+ word comments"
• Instead of "detailed explanation" --> "explains each step with rationale"

Focus on Observable Behaviors:

• Ask: "What would I see in the work if the student achieved this?"
• Avoid subjective terms like "excellent," "good," "insightful," "creative"
• Describe the actual product or performance, not your judgment of it

Make It Teachable:

• Students should be able to use the rubric as a checklist before submitting
• Test: Could a student self-assess using these criteria?
• Include enough specificity that students know exactly what to do

Instructions: Read your peer's work carefully. Answer each question and provide specific, constructive feedback.

CONTENT

• What is the main argument/thesis? Write it in your own words:
• What is the strongest part of this work? Be specific:
• What is one area that needs more development or clarification?

ORGANIZATION

• Is there a clear introduction, body, and conclusion? If no, what's missing or unclear?
• Do the paragraphs flow logically from one to the next?  If no, where did you get confused?

EVIDENCE

• Does the author support their claims with evidence?  Point to one place that needs more support:

CLARITY

• What is one sentence or section that confused you? Why was it confusing?

OVERALL FEEDBACK

• In one sentence, what is the most important thing the author should focus on in revision?
• What is one specific, actionable suggestion you have for improvement?

Instructions: After reviewing the feedback on your [Assignment Name] address the following:

1. Summary: What were the 2-3 most important pieces of feedback you received?
2. Understanding: Explain in your own words what this feedback means and why it matters.
3. Action Plan: What will you do differently on the next assignment? Be specific.
4. Questions: Do you have any questions about the feedback? If so, what?

Example (partial):

"The most important feedback I received was about my thesis statement being too broad. Professor Bastian noted that instead of arguing 'Social media is bad for teenagers,' I should narrow my focus to a specific aspect like 'Instagram use correlates with increased anxiety in teenage girls.' I understand this means I need to be more precise and focused in my main argument. For my next essay, I will start by brainstorming specific, narrow claims before I begin writing. I'll also ask myself 'Can I support this with specific evidence?' before finalizing my thesis. I don't have questions about this feedback."