You may be concerned with how much feedback or advice students are getting on their assignments or open exams.
Below are some options, reasons to try them, and some tools for implementing.
| Option |
Reason |
Helpful tools for this |
| Require an acknowledgement of feedback, guidance or teachings received |
- Respectful of contributions of others
- Common academic practice as seen in many published papers
- Truthful
|
- An example acknowledgement from a paper you have written,
- An example where you have been acknowledged;
- Another example that you find or create that could fit with the assessment
|
| Distinguish types of feedback and their acceptability: e.g., proofreading, editing, error correction, peer teaching, conceptual changes… |
- Communicates differences that students may not see in what makes some help ok and other help not ok
|
- Define e.g., proofreading vs. editing vs. re-writing for your students
- Restate the rules for the assessment with respect to thi
- Reiterate the follow up you will take re suspected academic misconduct
|
| Make getting feedback a requirement (from a classmate, or someone else) |
- Shows you know how valuable feedback is for learning
- Points students to the criteria for the assessment
- May mean you get better work overall (probably fewer little errors)
|
- You can assign peer feedback partners
- Provide a rubric or a checklist for the assignment that students use to give each other feedback
- Sample acknowledgement as in the first option in this table
|