Title | Effective Personalized Feedback: Developing Resources, Practices and Capacity to Provide Personalized Feedback to Students at Scale, Across Disciplines |
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Faculty/College/Unit | Arts |
Status | Completed |
Duration | 2 Year |
Initiation | 04/01/2019 |
Completion | 03/31/2023 |
Funding Details | |
Year 1: Project Year | Year 1 |
Year 1: Funding Year | 2019/2020 |
Year 1: Project Type | Small TLEF |
Year 1: Principal Investigator | Silvia Bartolic |
Year 1: Funded Amount | 33,732 |
Year 1: Team Members | Silvia Bartolic, Instructor, Sociology, Faculty of Arts |
Year 1: Summary | Targeted and well-timed feedback is essential for student development and advancement (Ambrose et al., 2010) but with increasing class sizes and limited instructor time, personalized feedback is difficult to provide. Learning analytics tools, such as OnTask and Canvas Message Students Who, aim to address the logistical challenges of providing feedback at scale, and have been shown to be effective in increasing student motivation and achievement (Paredo et al., 2017; Vigentini et al., 2017). However, there is limited understanding of students’ perceptions of effective feedback and how to time and target feedback to be effective (Polous, 2008). There are four aims of this project:
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Year 2: Project Year | Year 2 |
Year 2: Funding Year | 2020/2021 |
Year 2: Project Type | Small TLEF |
Year 2: Principal Investigator | Silvia Bartolic |
Year 2: Funded Amount | 14,290 |
Year 2: Team Members | Silvia Bartolic, Senior Instructor, Sociology, Faculty of Arts |
Year 2: Summary | Targeted, well-timed feedback is essential for student development and advancement (Ambrose et al., 2010) yet students generally report being dissatisfied with the feedback they receive (Ferguson, 2011) while increasing class sizes and limited instructor time make personalized feedback difficult to provide. Learning analytics tools, such as OnTask and Canvas analytics, aim to address the logistical challenges of providing feedback at scale, and have been shown to be effective in increasing student motivation and achievement (Paredo et al., 2017; Vigentini et al., 2017). There is, however, limited understanding of how to time and target feedback (Polous, 2008) and how to provide feedback that students find effective. This project aims to:
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Year 2: TLEF Showcase |