FeedbackFruits Skill Feedback allows you, the instructor, to provide feedback on students’ skills that they have demonstrated in a particular situation. You can think of feedback on their contributions in a work group or a presentation they gave earlier.
With this tool, as a teacher, I can:
- provide digital feedback on demonstrated skills during assignments/presentations/discussions for example, without submission;
- provide feedback to students individually or in groups;
- reuse comments to save time;
- use an assessment matrix (rubric) or other assessment criteria;
- set the time at which feedback becomes visible to students;
- have students (required) reflect on feedback received.
Watch an impression of FeedbackFruits SkillFeedback
Why should I use this tool?
- You make students aware of their contribution and skills.
- You can support students in improving their skills.
Students are introduced to assessment criteria in an accessible way.
What is this tool less suitable for?
- It is not possible to attach submissions to this assignment. If you do want to assess a submission, please look at Assignments in Canvas or FeedbackFruits Assigment Feedback.
- It is not possible to have students assess each other’s skills in this tool. This tool allows only you, the instructor, to provide feedback. If you do want students to assess each other’s skills, look at FeedbackFruits Group Member Evaluation.
- The tool is not suitable for grading a student’s skills. Grading in this tool is based on participation: NAV/AVV or as a percentage within the final grade.
When does this tool work best?
- 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 is then visible to students what they need to adjust/improve in order to receive a certain final assessment.
- Distinguishing between skills and attributes can be enjoyable. Do you give a student feedback on a skill they can develop or a trait? For example, when does a student demonstrate an engaged attitude during a work group?
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.
