Barrier in Brief

Not all feedback contributes to developing student sense of self-efficacy, and some feedback may be counterproductive. Without realizing it, faculty may be expending effort to provide feedback that is either ineffective or counter-effective.

Lesson Pages

Overview & Objectives
Lesson
Questions and Comments

Lesson Overview

In this lesson, instructors will explore strategies related to improving the usability of feedback. Mastery-oriented feedback is fundamentally different in style, form, and function from traditional feedback, which is often given to justify a grade.

Multiple Means of Engagement: "Checkpoint 8.4, "Increase Mastery-Oriented Feedback."

Regarding this checkpoint, the UDLGuidelines.org says,

"Assessment is most productive for sustaining engagement when the feedback is relevant, constructive, accessible, consequential, and timely. But the type of feedback is also critical in helping learners to sustain the motivation and effort essential to learning. Mastery-oriented feedback is the type of feedback that guides learners toward mastery rather than a fixed notion of performance or compliance. It also emphasizes the role of effort and practice rather than “intelligence” or inherent “ability” as an important factor in guiding learners toward successful long-term habits and learning practices. These distinctions may be particularly important for learners whose disabilities have been interpreted, by either themselves or their caregivers, as permanently constraining and fixed."

Lesson Objective(s)

By the end of this lesson, instructors should be able to...

Explain what "mastery-oriented feedback" is and how it differs from less effective forms of feedback.
Utilize Canvas and other web-based features to facilitate systematic peer feedback.

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