Feedback �as Care
A model of assessment, feedback, and grading for STEM classrooms
Introductions
Sarah Rose Cavanagh
Senior Associate Director of Teaching and Learning, Associate Professor of Practice in Psychology, Simmons University
Bryan M. Dewsbury
Associate Professor of Biology, Florida International University, Associate Director, STEM Transformation Institute
Thank you to the National Science Foundation Research Coordination Network Funding Mechanism!
Cultivating an ecosystem of feedback in undergraduate biology education for greater equity and effectiveness
Sarah Rose Cavanagh
Michele Lemons
Bryan Dewsbury
Linda Fergusson-�Kolmes
Tolu Noah
Jim Lang
Heather Urry
Lindsay Wheeler
Carol Hurney
Our Time Together
Literature Review & Previous Work
Feedback Activity
Our Conceptual Model of Asset-Based Feedback
Q&A
Provided following an assessment or other learning activity
Helps students and instructors identify current gaps in a student's journey from novice to expertise in a given domain…
And move toward filling those gaps (shifts in both student and instructor behavior).
Feedback
Feedback grounded in the real strengths and individual experiences that students bring to their educational journeys, provided in ways that maximize effectiveness, equity, and feedback uptake.
Asset-Based Feedback
Benefits of Asset-Based Feedback
1
Elevated learning
2
Heightened motivation
3
Increased self-regulation
4
Better equity
5
Improved teaching
Hattie & Timperley, 2007; Koenka et al., 2021; Fong & Schallert, 2023; Chen & Bonner, 2018; Taylor & McCormack, 2004; Kuh, 2008; Artze-Vega, Darby, Dewsbury, Imad, 2023; Anseel et al., 2015, Zee & Koomen, 2016.
Will Feedback Be Effective?�Feedback Literacy
Carless & Winstone, 2023
Students: Skilled engagement with understanding the importance of feedback, managing one’s emotional reaction to feedback, and taking appropriate action.
Instructors: Managing pedagogy and classroom climate in ways that guide students to use and appreciate feedback.
Lemons, Dewsbury, Wheeler, & Cavanagh (in press). Assessment, feedback, and grading practices and philosophies of introductory biology instructors. Journal of Microbiology and Biology Education.
Qualitative Themes from Our Interviews
Feedback...
"a humanistic exercise"
"my way to get into their brains"
"guide them in the right direction"
"show them the potential they have"
"more personalized than generalized"
Feedback as Care
“the importance to me (of feedback) is that they see that I really did put the time into reading their answers, I do care... I'm your teacher. I'm here to build that relationship. I do care about what you have to say….let's keep that human side of it going”
“but then also like showing that reciprocal like care of you know I care that you're learning or not”
“I am seeing what you are doing so that they feel seen, they feel their efforts are being seen, and to offer individualized feedback”
“grace does wonders on these students. Like we tell them you're so awesome I think you can do it if you put in the work and it has just a magical effect”
Our Time Together
Literature Review & Previous Work
Feedback Activity
Our Conceptual Model of Asset-Based Feedback
Q&A
Artist:�
CLOSE
YOUR
EYES while drawing!
Guessers…
give your artist feedback on their drawing. What could they have done to communicate the meaning on the card more effectively?
Guessers…
<<3:00->>
Everyone
Was the feedback….�
<<4:00->>
Our Time Together
Literature Review & Previous Work
Feedback Activity
Our Conceptual Model of Asset-Based Feedback
Q&A
Nicol & MacFarlane, 2006
A Model of�
Feedback
Nicol & MacFarlane, 2006
A Model of�
Feedback
Improving on Existing Models of Feedback
Affective/Motivational Advancements
Greater Equity-minded, Dialogic Focus
Appreciation of Barriers & Constraints
7 Principles of Asset-Based Feedback
← our guide to these principles
Feedback: Your Reflections
“The instructor is responsible for learning from how the learner has responded to feedback, refining how to provide feedback more effectively. In this cyclical process, the learner's response acts as feedback to the instructor.”
Fong & Schallert, 2023
Moving Into the Future
Large Classes
AI
Limited instructor bandwidth
Culturally responsive/humble
Our Time Together
Literature Review & Previous Work
Feedback Activity
Our Conceptual Model of Asset-Based Feedback
Q&A
Toolkit Working Groups (TWGs) topics:
7 Principles of Asset Based Feedback
Motivating Students to Uptake and Use Feedback
Effectively Implementing Peer Feedback
Classroom Assessment Techniques
Exploring the Role of AI in Feedback
Northeast/�MidAtlantic
Pacific Northwest
Great Lakes
Southeast
MidWest
West Coast
Southwest
Questions? Comments?��Also enter your email to join us – we’ll be offering an online toolkit of resources to improve feedback in UBE and vouchers for the formation of regional hubs to implement the toolkit!
Thank you to the National Science Foundation Research Coordination Network Funding Mechanism!