FeedbackFruits Assignment Feedback allows you as a teacher to provide feedback on student work and motivate them to reflect on the feedback received.
With this tool, as a teacher, I can:
- provide submitted work with feedback (audio, written, video);
- having students reflect on feedback provided by instructor;
- have students review each other’s work and feedback received;
- use an assessment matrix (rubric) or other assessment criteria;
- save time by reusing comments;
- grade an assignment using NAV/AVV or a percentage.
Watch for an impression via FeedbackFruits
- You can have students reflect on the feedback they have received.
- Students are introduced to assessment criteria in an accessible way.
- If you want to do summative grading, it is recommended that you use Canvas Assignments/Grades in conjunction with Speedgrader. The Speedgrader – Gradebook/Charges link works better than the FeedbackFruits – Gradebook/Charges link.
- You cannot use plagiarism control in this tool. In this case, it is better to choose Canvas Assignments and Ouriginal.
- You can only set one deadline per assignment in FeedbackFruits. Suppose you have different workgroups on different days, you can still only add one deadline for all these workgroups. However, you can create a separate assignment and associated deadline for each workgroup.
- Providing feedback is more objective, focused, and instructive when you provide feedback to students based on an assessment matrix (rubric). By making these criteria explicit, they support the student in understanding the commentary1. In doing so, it becomes clear to students what they need to adjust/improve in order to receive a certain final assessment.
- Some tips on giving feedback:
- By asking questions in your comments instead of making suggestions, you encourage students to find a solution on their own which is more effective2.
- Don’t just give critical comments, positive feedback is just as effective3.
- A dialogue about the feedback received helps students better understand the comment. You can encourage this by having students discuss the received feedback with each other or with you4.
1Jönsson, A., & Panadero, E. (2017). The use and design of rubrics to support assessment for learning. In Scaling up assessment for learning in higher education (pp. 99-111). Springer, Singapore.
2Dekker, H., Schönrock-Adema, J., Snoek, J. W., van der Molen, T., & Cohen-Schotanus, J. (2013). Which characteristics of written feedback are perceived as stimulating students’ reflective competence: an exploratory study. BMC medical education, 13(1), 1-7.
3Winstone, N., & Carless, D. (2019). Designing effective feedback processes in higher education: A learning-focused approach. Routledge.
4Nicol, D. (2010). From monologue to dialogue: improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501-517.
